Communicative language teaching

Communicative Language Teaching: A Review
This briefing document explores the rise, evolution, and criticisms of Communicative Language Teaching (CLT), based primarily on Scott Thornbury’s work “Communicative language teaching in theory and practice”.
Main Themes:
Paradigm Shift: CLT emerged in the 1970s, marking a significant shift from a focus on linguistic structures to a focus on language as communication, emphasizing “what people want to do through language” (Wilkins, 1976: 42).
Communicative Competence: Dell Hymes' concept of communicative competence, encompassing sociolinguistic, discourse, and strategic aspects, expanded the goals of language teaching beyond mere linguistic accuracy.
Methodological Evolution: CLT’s initial emphasis on functional-notional syllabi gave way to more pragmatic approaches incorporating grammar and communicative activities. The debate over prioritizing accuracy vs. fluency continues.
Criticisms and Adaptations: CLT faced criticisms regarding its universality, applicability in diverse cultural contexts, and potential neglect of accuracy. These concerns led to adaptations and a renewed focus on incorporating form-focused instruction.
Influence and Legacy: Despite criticisms, CLT significantly impacted language teaching, popularizing communicative activities, authentic materials, and a more learner-centered approach. Its influence on current practices, however, remains debatable.
Key Ideas and Facts:
Theoretical Underpinnings: CLT draws on diverse linguistic theories, including Halliday’s social and functional view of language, speech act theory, and discourse analysis.
Focus on Communication: CLT prioritizes authentic language use, aiming to equip learners with the ability to communicate effectively in real-life situations.
Activity Types: CLT embraces communicative activities like role-plays, discussions, problem-solving tasks, and information-gap activities.
Teacher’s Role: The teacher's role shifts from a director to a facilitator, guiding and supporting learners in their communicative endeavors.
Cultural Appropriateness: The universality of CLT’s principles and practices in diverse cultural and educational contexts remains a point of contention.
Impact on Textbooks: The influence of CLT is evident in the integration of communicative activities and authentic materials in contemporary textbooks, although a grammar focus remains prominent.
Quotes:
Shift to communication: “What people want to do through language is more important than the mastery of language as an unapplied system” (Wilkins, 1976: 42).
Communicative Methodology: “A communicative methodology will therefore encourage students to practise language in pairs and groups, where they have equal opportunity to ask, answer, initiate and respond” (Abbs and Freebairn, 1979: v).
Criticisms of CLT: “The premature immersion of a student into an unstructured or ‘free’ conversational setting before certain fundamental linguistic structures are more or less in place is not done without cost” (Higgs and Clifford, 1982: 74).
Cultural Considerations: “CLT is a ‘Western method’, characterized by its learner-centered approach, the use of authentic materials and an emphasis on spoken communication following native-speaker models of linguistic and sociolinguistic competence” (Burnaby and Sun, 1989).
Future Developments: “Further improvement can only be achieved by further development, not by going back” (Holliday, 1994b: 10).
Conclusion:
CLT revolutionized language teaching by emphasizing communication and learner-centeredness. Despite criticisms and adaptations, it remains a significant influence, with ongoing debates about its universality and impact on current practices. The challenge lies in adapting CLT's principles to diverse contexts and incorporating technological advancements to meet the evolving needs of language learners.