CURRICULUM DEVELOPMENT FOR COMMUNICATIVE LANGUAGE TEACHING Presentation for Guangxi English Faculty

WHAT IS COMMUNICATIVE LANGUAGE TEACHING (CLT)?

What is communicative language teaching? Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

What is communicative language teaching? CLT is an approach to language teaching that emphasizes learning a language first and foremost for the purpose of communicating with others.

WHAT ABOUT grammar? Requires grammatical and pragmatic competence Needs to integrate: opportunities to experience communication and participate in negotiation of meanings instruction to help improve grammatical and pragmatic competence

WHAT ARE 4 COMPONENTS OF COMMUNICATIVE COMPETENCE?

4 COMPONENTS OF COMMUNICATIVE COMPETENCE grammatical discourse sociocultural structural

Grammatical Competence Sentence-level grammatical forms Ability to recognize the lexical, morphological, syntactic, and phonological features of a language and to make use of these features to interpret and form words and sentences Demonstrated by using rules appropriately

Discourse Competence Focus on interconnectedness of a series of utterances, written words, and/or phrases to form a text or other whole (e.g., a conversation) Coherence (relation of all sentences or utterances in a text to a single global proposition) and cohesion (provided by local connections, structural links, or ties between individual sentences) and TOP-DOWN (using theme and purpose of text, building on content to comprehend all bits and pieces) Includes both BOTTOM-UP (identifying sounds or words and putting them together for full comprehension)

Sociocultural Competence Relates to social rules of language use roles of participants, Information shared, and function of the interaction Sensitivity to cultural meanings Includes social conventions concerning language use, such as turn-taking, appropriateness of content, nonverbal language, and tone of voice

Strategic Competence Effective use of coping strategies—talking around vocabulary gaps, soliciting clarifications, etc. Use of verbal and nonverbal language to compensate for communication problems caused by the speaker's lack of understanding of proper grammar use and/or insufficient knowledge of social behavioral and communication norms

grammatical discourse sociocultural structural DISCUSS: WHICH OF THE 4 COMPONENTS OF COMMUNICATIVE COMPETENCE ARE MOST DIFFICULT TO TEACH? grammatical discourse sociocultural structural

HOW DO WE DESIGN TASK-BASED INSTRUCTION?

WHAT IS A CLT TASK? A CLT task is an activity that requires learners to use language, with emphasis on meaning Focuses on problem- solving; solution oriented Is related real-world activities Includes an observable and measurable objective Collaborative

Identify learning objectives. Determine assessments. HOW DO WE Design a task? Identify learning objectives. Determine assessments. Sequence interaction. Consider linguistic support.

1. IDENTIFY LEARNING OBJECTIVES Basic need to communicate arises to express/receive information not known by all (e.g., feelings, experiences, beliefs, information). Real communication typically includes exchange of some new information. However, NOT ALL information must be new to the listener. Consider all learning Communicative Competencies Language, Culture, Content, etc. LEARNING OBJECTIVES should be Measurable Observable Appropriate Meaningful

2. DESIGN FORMATIVE AND SUMMATIVE ASSESSMENTS Determine when/where in task you will inform students of assessment requirements Determine points of task where you will check for understanding and monitor progress. Develop assessment checklists, directions, scoring guide/rubric EFFECTIVE ASSESSMENT supports student learning, achievement, and success.

3. SEQUENCE INSTRUCTION Communicative Tasks are more effective when they are tightly structured and include concrete subtasks. Create series of activities to accomplish objective Develop instructional and assessment resources Gather materials and equipment Plan and prepare grouping strategies

4. Plan for linguistic supportS may inclde guided notes supporting documents pre-task activities directions special grouping Linguistic support" refers to language examples for the student to follow that are included within the task itself. The linguistic support may target all levels of linguistic structure: vocabulary items phrases discourses

GUIDELINES FOR CLT TASKS Make the goal clear from the beginning. Involve all participants equally. Make sure students are adequately prepared. Provide clear instructions and examples. Make an effort to mix groups. Assign activities that are relevant and interesting to students. Circulate, circulate, circulate. Teach group interaction skills. Hold group accountable for completing task on time.

Let’s complete a task!

TITLE VISUAL THINKING ACTIVITY Objectives Appropriate to their level of English language development, students will be able to (BAT): Share opinions/perceptions about selected images; Observe independently and back up opinions with evidence; Follow norms of behavior for classroom small group discussion; Use appropriately (context, content, and pronunciation); and Use selected art vocabulary terms Demonstrate their degree of visual literacy Assessments Progress monitoring will include checking for understanding during group work and submission of a group assignment Final Assessment will be an out-of-class 1-paragraph essay that compares and contrasts two images

TITLE VISUAL THINKING ACTIVITY Structure PART I: TEACHER DIRECTED (30-45 min) Show video clip, Learning Visual Thinking Strategies. (6) Distribute/review “Basic VTS at a Glance.” (5) Review slide “VT Questions.” (3) Practice whole-class with The Janitor Who Paints. (6) Practice small-groups with Triple Self Portrait. (6) Point out similarities/differences. (3) OPTIONAL: Introduce Elements of Art (handout and video) (10) Distribute images for groups to select pair. (5) PART 2: STUDENT DIRECTED (30-40 min) Conduct group activity; check for understanding. (15) Groups report out and submit group worksheet for grade (25) Assign homework final assessment – 1-paragraph essay (HW) Materials Notebook of Images Linguistic Supports Handout on Elements of Art Group Worksheet Directions for Final Assessment Slide of VT Questions Transcripts of videos

what is visual literacy? Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, Visual literacy extends the meaning of literacy, which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be "read" and that meaning can be through a process of reading. Visual Literacy and Critical Thinking Visual Literacy and Creativity

Visual thinking questions FOR QUESTION 3 What elements of art are used? How are they used? What do you see from A different point of view? A different perspective? Compare and contrast with another image.

What is going on in this picture? Title: The Janitor Who Paints Artist: Palmer Hayden Date: c. 1937 Medium: Oil on canvas Dimensions: 39 1/8 x 32 7/8 in Location: Smithsonian American Art Museum What is going on in this picture? What do you see that makes you say that? What more can we find?

What is going on in this picture? What do you see that makes you say that? What more can we find? Title: Triple Self-Portrait Artist: Norman Rockwell Medium: Oil on canvas Dimensions: 44 1/2 x 34 3/4 in Location: The Norman Rockwell Museum at Stockbridge, Massachusetts

Your turn: - choose two images to discuss. - THEN COMPARE AND CONTRAST.

DISCUSS: HOW MIGHT YOU USE VISUAL THINKING STRATEGIES IN YOUR ENGLISH LANGUAGE CLASSROOM? WHY IS IT IMPORTANT TO DEVELOP VISUAL LITERACY IMPORTANT IN YOUR ENGLISH LANGUAGE LEARNERS Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image,

Acknowledgements and further reading Introduction to CLT Acknowledgements and further reading Speaking Module (https://coerll.utexas.edu/methods/modules/speaking/) Foreign Language Teaching Methods. University of Texas. See Foreign Language Teaching Modules (https://coerll.utexas.edu/methods/) for additional resources. California State University, Fullerton