Integrating Communicative Approach into Current Teaching Philosophy
Overview
This paper reflects on the integration of Communicative Language Teaching (CLT) into the author's personal teaching philosophy. The author argues that CLT, which emphasizes communication and interaction over traditional grammar-focused methods, is superior for developing students' practical language skills and communicative competence. The paper contrasts CLT with outdated audiolingual approaches and identifies four critical elements for effective language instruction.
What this reflection paper covers
- Definition and history of Communicative Approach since the 1960s
- Critique of traditional audiolingual methods and teacher-centered approaches
- Four essential aspects for language teaching: facilitating activities, cultural awareness, communicative curriculum design, and brain-based learning
- CLT's effectiveness in promoting communication as the primary classroom goal
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Integrating Communicative Approach into My Current Teaching Philosophy
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Integrating Communicative Approach into My Current Teaching Philosophy
The Communicative Approach, also referred to as Communicative Language Teaching (CLT), has occupied the central part of language teaching discussions since the late 1960s. This concept emphasizes problem solving and interactions as the means and final goal of learning a second language (Educopedia Aulas Inglês, 2020). Hence, it emphasizes essential; activities, including role play, pair work, and group discussions. The communicative approach has contributed significantly in switching the ancient language’s teaching’s emphasis on grammar perfection and the teacher-centered approach to active learning (The New School, 2013). CLT’s central objective is to effectively equip the students with the relevant skills to communicate under different circumstances. Generally, it tends to be more of a philosophy than a highly structured methodology. Over the years, it has become apparent that solely mastering grammatical structures cannot prepare students to use the language they are learning when communicating with their peers. Since the Communicative Approach focuses more on acquiring native-speaker-like fluency and pronunciation while emphasizing less on the learning of specific grammatical rules, it serves as an integral tool in assessing the learner’s communicative competence level rather than their explicit language.
Undeniably, teachers have had a significant influence on my language teaching. I can reflect on these experiences throughout my studies and improve upon them while teaching a second language.