Communicative

Language Teaching
in the Twenty-First
Century

- SANDRA J. SAVIGNON
BY: APRIL JOY G. DIAZ
WHAT IS CLT?
Communicative Language Teaching (CLT) refers to
both processes and goals in classroom learning. It
has been put forth around the world as the new, or
innovative, way to teach English as a second or
foreign language which emphasis that the goal of
language learning is communicative competence.
The use of real-life situations that include interaction
and communication.

HOW AND WHY DID CLT DEVELOP?
The origins of contemporary CLT
can be traced to concurrent
developments in both Europe and
North America.






EUROPE :
Goal: to develop alternative methods of language
teaching.

British linguist proposed a functional or
communicative definition of language to build up a
functional-notional syllabus. Their analysis was
semantic /communicative, based on learners
needs.

SYLLABUS
UNITED STATES:


Hymes (1971) had reacted to Chomskys
(1965) characterization of the lingusitic
competence of the native ideal speaker
and proposed the term communicative
competence.
IN 1972

In a research project at the University of Illinois,
Savignon used the term communicative
competence to characterized the ability of
classroom language learners to interact with other
speakers, to make meaning.

COMMUNICATIVE COMPETENCE
Canale and Swain model of Communicative
Competence:


GRAMMATICAL COMPETENCE
o Ability to use the language correctly, how well a
person has learned features and rules of the
language.

DISCOURSE COMPETENCE
o Is related to the learners' mastery of understanding
and producing texts in the modes
of listening, speaking, reading and writing. It deals
with cohesion and coherence in different types of
texts.

SOCIOCULTURAL COMPETENCE
o Extends well beyond linguistic forms and the
knowledge of the sociocultural rules of language
use.

STRATEGIC COMPETENCE
o The coping strategies that we use in unfamiliar
contexts with constraints due to imperfect
knowledge of rules or limiting factors in their
application such as distraction.


FIVE COMPONENTS IN COMMUNICATIVE
CURRICULUM

Language Arts
Language for a Purpose
My Language Is Me: Personal English Language
Use
You Be, Ill Be: Theater Arts
Beyond the Classroom

LANGUAGE ARTS
o Or language analysis. It is the first component on
the list. It focuses on forms of English, including
syntax, morphology, and phonology.

LANGUAGE FOR A PURPOSE
o Or language experience, the second component. In
contrast with language analysis, language
experience is the use of English for real and
immediate communicative goals.


THE ROLE OF INSTRUCTIONAL MATERIALS
A wide variety of materials have been used to
support communicative approaches to language
teaching.
CLT view materials as a way of influencing the
quality of classroom interaction and language use.
The primary role of materials is to promote
communicative language use.
THREE KINDS OF MATERIALS USED IN CLT:
TEXT-BASED MATERIALS
TASK-BASED MATERIALS

REALIA
MY LANGUAGE IS ME: PERSONAL ENGLISH
LANGUAGE USE
Use the third component in a communicative
curriculum, relates to the learners emerging identity
in English.

YOU BE, ILL BE: THEATER ARTS:
Is the fourth component of a communicative
curriculum. All the worlds is a stage, as the
familiar words of Shakespeare. And on the stage
we play many roles, roles for which we improvise
scripts from the models we observe around us.
BEYOND THE CLASSROOM
Is the fifth and final component of a communicative
curriculum. Regardless of the variety of
communicative activities in the ESL/EFL classroom,
their purpose remains to prepare learners to use
English in the world beyond.
Teachers Role in CLT:

The teachers has to assume the role of a facilitator
or monitor, rather then simply being the model on
correcting speech and the one with the primary
responsibility of making students produce plenty of
error-free sentences.
A guide within the classroom procedures and
activities.
Learners Role in CLT:

In the CLT, learners role is to participate in
classroom activities that are based on a
cooperative rather than in a individualistic
approach to learning. Students have to become
comfortable with listening to their peers in pair or
group work task s, rather than relying on a
teachers for a model.
CONCLUSIONS:
CLT best considered an approach rather than a method.
Approach refers to a diverse set of principles that reflect
a communicative view of language and language
learning.
CLT has passed through a number of phases to apply its
principles to different dimensions of teaching/learning
process.
The first phase was the need to develop a syllabus that
was compatible with the notion of communicative
competence.
Second, CLT focused on procedures for identifying
learners needs.
Third, CLT focused on the kinds of classroom activities
that could be used as the basis of a communicative
methodology.
THANK YOU FOR LISTENING!
HAVE A NICE DAY!