Principles and Practices for TEFL

Communicative Approaches
(COMMUNICATIVE
LANGUAGE TEACHING)
 Group #8
01 John Parrales
02 Mayra Martinez
03 Nicolas De Santiago
04 Andrea Salazar
05 Mayerlin Alejandro
The origins of the
method
Is a teaching method that emphasises effective
communication in language learning.

It emerged as a response to traditional

approaches to language teaching such as
grammar-based teaching and translation and is
based on the idea that language is best learned
through real and meaningful communication.
 Characteristics
Language teaching is based on a view of Culture is recognized as instrumental in
language as communication. shaping speaker’s communicative
(reading, writing, listening and speaking).. competence.

Diversity is recognized and accepted as part

of language development and use in second No single methodology or fixed set of
techniques is prescribed.
language learners

Language use is recognized as serving

A learner’s competence is considered in ideational, interpersonal, and textual
relative, not in absolute, terms. functions.

A variety of the language is recognized as a It is essential that learners be engaged in

viable model for learning and teaching. doing things with language
 The Role of
the Student
In CLT (Communicative Language Teaching), the
role of the learner is central and active. The
learner is considered a participant in the learning
process and not a passive recipient of
information. Here are some key aspects of the
learner's role in CLT:
Active participation:
Learners are expected to actively participate in class activities and discussions.

Collaborative learning:
Paired and group activities are common in CLT classrooms, as they allow students to
practice their language skills by working together. Collaboration fosters the
development of communication strategies, negotiation of meaning, and cultural
understanding.

Autonomy:
They are encouraged to set goals, make decisions and take responsibility for their
own learning. Teachers provide guidance and support, but learners are actively
involved in making decisions about what and how they want to learn.

Error correction:
Learners are encouraged to take risks and communicate even if they make
mistakes. Teachers comment on errors in a constructive and understanding way,
focusing on the message rather than accuracy.
 The role of
the teacher
You must consider the needs of the
student and rely on the skills that
the student wants to develop. It is
also up to him to help the student
understand and respect the socio-
cultural codes.
EXAMPLES OF
ACTIVITIES
 -pla ying
1. Role o ns:.
er sa ti
co nv

Students simulate real-life

communication scenarios, such as
acting out a restaurant scene where
one student is the waiter and another
is the customer ordering food.

.
 rm a tion
2. Info ies:
tiv it
gap ac

Students work in pairs or small

groups with different information,
communicating and exchanging it to
complete a task or solve a problem.

.
 or at ive
. Co llab
3 ts :
pro jec

Students work in pairs or small

groups with different information,
communicating and exchanging it to
complete a task or solve a problem.

.
Thank you for
listening!