Communicative Language Teaching (CLT)

• Product of educators/linguists who were dissatisfied with audio-lingual method and grammar-translation • CLT was influenced and shaped by two sources: 1. From the outside: The changing status of English in the world 2. Demand for English teaching that delivers language teaching for the global citizens • Reaction to the Oral method in England The idea of CLT was further developed by the Council of Europe: • 1970s: Threshold level • 19... Common European Framework

• Focus on meaning, functional aspects of language • Emphasize on authentic of input • Learning by doing, through direct practice • Communication inside and outside the classroom • Meaningful principles • Speech acts • Strong version/weak version o Strong: Learning by doing- just talk in the target language Fluency o Weak: Learning the grammatical rules before speaking in the target language Accuracy • Learning is a process of creative construction and involves trial and error • No implicit method • Inductive grammar teaching

• Group/pair work • Describe and draw • Interviews • Questionaries' • Negotiate • Tasks focusing on communication: task-completion, information-gathering+sharing • Information gap, opinion, and reasoning activities • Role play

• Facilitator and monitor • Guide within the learning-teaching group • Encourage fluency and accuracy • Needs

• Learner-centered • Active communicative participant • Collaborator • Greater degree of responsibility/autonomy • Students had to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model

• It promotes fossilization o Focus on talking, but not accurate • It reflects "native-speakerism" • It is not applicable in different cultures of learning • It reflects a Western-based top-down approach to innovation o The bottom-up concept of reading → interpreted as a process starting with a decoding of the letters o The top-down concept of reading → the reader starts with a general idea, or a schema of what the text is about. Previous obtained knowledge • The classroom can be too social, and little focus on learning

• Serve as meaning of higher thinking skills o Creativity • The connection between different strands of the curriculum is emphasized o The connection between different strands of the curriculum is emphasized. For example when the students are working with different projects in language teaching, they are also required to explore issues outside of the language classroom. • Fluency • Common basis for language syllabus´ across Europe • Social activity in the classroom • Learners learn in different ways and have different strength - which CLT takes care of • Diversity: new ways of learning • Teachers as co-learners

• 1980s- "Framework" launched just after the educational reform in 1974 and thus we had a time lag in Norway • Slowly sifted in the 1980s • 1980- "Threshold Level" launched just after the educational reform in 1974, and thus we had a time lag in Norway - took time to change • 1987- meaningful input • 1997-> INPUT- errors, evidence of learning (fluency) • Communicative competence • Meaning/"learning to learn"/ • Either Framework or Threshold Level launched before the 1974 Mønsterplan