Communicative Methods

Communicative Methods

1. Communicative Language Teaching is best considered an approach rather than a method.

   • It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures. These principles include:
     • – Learners learn a language through using it to communicate.
       • – Authentic and meaningful communication should be the goal of classroom activities.
         • – Fluency is an important dimension of communication.
           • – Communication involves the integration of different language skills.
             • – Learning is a process of creative construction and involves trial and error
   • Communicative Language Teaching appeared at a time when language teaching in many parts of the world was
     • ready for a paradigm shift. Situational Language Teaching and Audiolingualism were no longer felt to be appropriate methodologies
       • CLT appealed to those who sought a more humanistic approach to teaching, one in which the interactive processes of communication received priority
   • The rapid adoption and worldwide dissemination of the Communicative Approach also resulted from the fact that it quickly assumed the status of orthodoxy
     • in British language teaching circles, receiving the sanction and support of leading applied linguists, language specialists, and publishers, as well as institutions such as the British Council
       • Since its inception CLT has passed through a number of different phases as its advocates have sought to apply its principles to different dimensions of the teaching/learning process.
         • In its first phase, a primary concern was the need to develop a syllabus that was compatible with the

2. CBI (Content Based Instruction) is “… an approach to language teaching that integrates the presentation of subject matter or class assignments (eg math, social studies) in the context of teaching a second language or foreign language "

   • This teaching model was specially designed to support immigrants who, wanting to join local schools, faced the challenge of having to learn curricular subjects and a second language at the same time.
   • By integrating language teaching and curricular content, an appropriate context is created for the development and satisfaction of the learning and academic needs of the learner, who advances not only in the development of linguistic and communication skills, but also in academic and cognitive skills.
   • the contents serve to provide new experiences and knowledge, and also to expand and reinforce the knowledge that has already been worked on in the mother tongue.
     • raises the need to carry out a significant number of linguistic and content adaptations, especially when it is aimed at beginning students who enter the educational system at any time during the school year.
       • The role of the teacher: It is the responsibility of the teacher to clearly define the content and language objectives and ensure that they are appropriate for the particular student body. It must also adapt the contents to the academic-linguistic needs of the students through the use of complementary material.
         • Like other of its functions, it also highlights the need for the teacher to clearly explain the tasks, use visual aids and gestures and adapt the explanations to the level of knowledge of the students.
     • Role of the student: Must participate in an active way, to get closer to the new language, getting into academic issues with which they are able to establish a relationship in their native language.
       • You must master the skills of reading, listening, speaking and writing on topics of interest that motivate you to express yourself in the second language.
       • Presence of grammar: This methodology does not deny the importance of grammar, but instead changes the focus to one where grammar is seen as the mechanism through which people can communicate what they want to say and can understand what others are saying, already be it orally or in writing. It is a conscious and transferable learning.

3. Communicative Language Teaching-

4. Content-Based Instruction