Communicative
Language Teaching
Unit 1
Introduction to
Communicative
Language Teaching
Lic. Vanessa Orozco J., MSc.
Meet The Presenter
Mrs. Viviana
18 years of experience in Teaching
English to all ages, public & private
sectors
UNEMI professor and TEFL
undergraduate program.
Master in Bilingual Education
CELTA Certified
3 Languages
Research Focus: TEFL strategies to
develop the language through
scaffolding comprehensible input, the
development of sub-skills, CLIL
[email protected]
Unit 1: Introduction to Communicative
Language Teaching
1. Foundations 2. Communicative approaches
and methods
Background Approaches
Characteristics Methods
Learning Objective
ANALYZE the background and
characteristics of the
Communicative Language
Teaching (CLT) approach,
explaining how it emerged from
and is differentiated from other
communicative methods.
CLT Background
Communicative Language Teaching (CLT) is an
approach to language learning that prioritizes
real-life communication and interaction over
memorization and grammatical drills (Richards,
2006). The goal is to enable learners to use the
language effectively in real-world situations,
rather than simply mastering grammatical
structures in isolation.
Unlike traditional methods such as the
Grammar-Translation Method (GTM) or the
Audio-Lingual Method (ALM), which focused on
accuracy and repetition, CLT emphasizes
fluency, contextualized learning, and the
integration of linguistic skills (Wilkins, 1972).
CLT: Key Elements
• Language is learned through use,
not just study (Savignon, 2002).
• Interaction is the foundation of
learning (Long, 1983).
• Grammar is important, but
communication comes first
(Canale & Swain, 1980).
• Errors are part of the learning
process and should not be
overcorrected (Richards, 2006).
• Instead of memorizing
lists of vocabulary,
students participate in
guided discussions, using
the new words in
meaningful contexts.
• Instead of grammar drills,
students engage in task-
based activities, such as
planning a vacation
together.
If grammar is still
important, why does
CLT emphasize
fluency first?
CLT Application in the classroom
How my life has changed (Present vs. Past)
Students individually compare their present
to thier past and prepare a short oral
presentation to show to a partner.
Five years ago, I lived in a small town, but now
I live in a big city.
Before, I played soccer every day, but now I go
to the gym instead.
I didn’t drink coffee in the past, but now I have
coffee every morning.
CLT Background
1920s-1930s 1950s-1960s
Situational Language Audio-Lingual Method
Teaching (SLT) (ALM)
Emphasized oral drills Based on repetition,
and controlled grammar habit formation, and
structures stimulus-response drills
Lacked communicative Did not promote
elements spontaneous
communication
CLT Background
1970s 1980s-Present
Notional-Functional Communicative
Approach Language Teaching (CLT)
Focused on language Prioritizes fluency,
functions (e.g., interaction, real-world
requesting, apologizing) tasks
Lacked fluency-building Challenging to assess
elements communicative
competence
Do traditional
methods still have a
place in modern
language teaching?
CLT Characteristics
Emphasis on Meaning Over Form
Language should be learned in meaningful contexts,
rather than through abstract grammar exercises
(Savignon, 2002).
Example:
Instead of memorizing prepositions of place, students
engage in a hunt (contexts vary acc. to age),
describing the location of objects using prepositions.
• Use real-world tasks (e.g., describing
their rooms, giving directions).
• Encourage peer correction rather than
immediate teacher correction to
maintain fluency.
CLT Characteristics
Authenticity in Language Use
Learners should practice language in real-world
situations, not just artificial exercises (Richards,
2006).
Instead of reading pre-written dialogues,
students create their own conversations about
ordering food at a restaurant.
• Use role-play activities simulating
common situations.
• Assign students email-writing tasks
where they must write a formal request
to a professor.
CLT Characteristics
Integration of the Four Skills
Reading, writing, listening, and speaking should
be developed together (Larsen-Freeman &
Anderson, 2011).
Instead of practicing only reading
comprehension, students read an article, discuss
it in pairs, summarize key points in writing, and
present them orally.
• Use news articles as reading prompts
followed by oral discussions and written
reflections.
• Encourage listening to podcasts and then
writing summaries or discussing opinions.
What are the
challenges of
integrating all four
skills in the
classroom?
Components of Communicative Competence
(Canale & Swain, 1980)
Why these components matter in CLT?
Traditional methods focused only on
grammatical competence, but real
communication requires all four elements
(Savignon, 2002).
A student who knows perfect grammar
but cannot interact effectively in a
conversation is not truly communicatively
competent (Richards, 2006).
Collaborative work
Workshop week 1:
Hit the link and follow the
instructions:
https://bit.ly/3R9fdi6
Thank You
Ahmad, M. (2016). EFL Teachers’ Perceptions on the Usefulness of
Communicative Language
Teaching (CLT). In: English Lecture. Abu Dhabi: Syscoms College.
Howatt, A. (1984). A history of English language teaching. Oxford: OUP.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in
Language teaching 3rd edition. Oxford University Press.
Richards, J. (2006). Communicative Language Teaching Today.
Cambridge University Press, New York.
Richards, J., & Rodgers, T. (1986). Approaches and Methods in Language
Teaching. Cambridge, United Kingdom: Cambridge University Press.
Savignon, S. (2002). Interpreting Communicative Language Teaching.
Contexts and concerns in
teaching education. Yale University Press. London.
Thornbury, S. & Slade, D. (2006). Conversation: from Description to
Pedagogy. Cambridge University Press, United Kingdom.
Wilkins, D. A. (1972). Linguistics in Language Teaching. Cambridge: MFT
Press.
