1. CURRICULUM DEVELOPMENT FOR COMMUNICATIVE LANGUAGE TEACHING
Presentation for
Guangxi English
Faculty

2. WHAT IS COMMUNICATIVE LANGUAGE TEACHING (CLT)?

3. 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.

4. 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.

5. 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

6. WHAT ARE 4 COMPONENTS OF COMMUNICATIVE COMPETENCE?

7. 4 COMPONENTS OF COMMUNICATIVE COMPETENCE
grammatical
discourse
sociocultural
structural

8. 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

9. 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)

10. 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

11. 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

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

13. HOW DO WE DESIGN TASK-BASED INSTRUCTION?

14. 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

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

16. 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

17. 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.

18. 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

19. 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

20. 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.

21. Let’s complete a task!

22. 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

23. 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

24. 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

25. 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.

26. 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?

27. 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

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

31. 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,

32. Acknowledgements and further reading
Introduction to CLT
Acknowledgements and further reading
Speaking Module ( Foreign Language Teaching Methods. University of Texas. See Foreign Language Teaching Modules ( for additional resources.
California State University, Fullerton