communicative language teaching
Communicative Language Teaching (CLT) developed through the 1970s and 1980s as researchers began to focus on the concept of communicative competencies. Considered an approach, rather than a method, CLT is widely used around the world to this day. CLT principles go beyond the standard vocabulary and grammatical structures, and also recognizes the importance of cultural and social elements of language (Brown & Lee, 2015). The goals of CLT are to aim for fluency and accuracy in writing, reading, and speaking the language; the authentic use of the language, particularly for meaningful purposes; a focus on real-world contexts to encourage use of the language; and for students to becoming autonomous and involved directly in their learning (Brown & Lee, 2015). In a study of Iranian English teachers, it was noted that although the ministry requires the implementation of CLT, educational systems such as examinations which focus on grammar made the use of CLT difficult (Jafari, Shokrpour, & Guetterman, 2015). If CLT is to be embraced, established systems of formal assessment must be adapted to more accurately measure the students learning and progression.
Pros:
Cons:
Pros:
- holistic approach encompassing traditional language skills as well as acknowledging social and cultural implications of language
- focus on the authentic and real-world use of language
- fluency and accuracy
- student-centered, emphasis on autonomous learners
Cons:
- broad approach, can lead for many interpretations and inconsistent delivery across grades/instructors
- can be hampered by formal assessment which does not accurately assess the whole learner's experience
- classroom/school timeline constraints