Language System: Communicative Language Teaching

Course Objective Summary

NOTE: Since I have not taken any previous ESLTCP courses (I am taking them all concurrently), I have decided to make my 'bridging' paragraph on the Language System instead.

This course will make me aware of why English sounds, or looks, right and wrong. It will make me familiar with the grammatical structures that I usually take for granted. It will assist me in explaining specific rules and functions of grammar. It will expose me to methods of teaching grammar that use different contexts and styles.

Savignon Reading

a. The limitations of the terms "passive/active" and "receptive/productive" are that they fail to capture the interactive and collaborative nature of communication and making meaning.

b. A Threshold Level of language ability was created for each major European language to identify what the learners should be able to do with it, according to their specific needs and goals.

c. Savignon was a part of this Threshold Level system when she characterized the term 'communicative competence' as the ability of classroom language learners to interact with others and make meaning, separately from their ability to memorize or recite knowledge.

d. When Savignon stated that the issue of language learning is both political and educational, she meant that language teaching in the classroom is tied to language policy in the government.

e. Cultural awareness is important in language teaching because students learn language through the eyes of their native and new cultures, and vice versa; they cannot be separated if learning is to be meaningful.

f. Communicative competence is always relative because the past, present and future of one learner is never the same as another; therefore, the ability to communicate is always differently effective or ineffective.

g. CLT has been interpreted in four main ways. 'Grammatical competence' refers to the ability to recognize syntax rules. 'Discourse competence'' refers to the ability to create meaning as a whole. 'Sociocultural competence' refers to the ability to use language in socially acceptable ways. 'Strategic competence' refers to the ability to cope with unfamiliar language contexts or rules. I believe all of these competences are equally necessary, which is why there exist different reactions from different teachers. I personally believe most in strategic competence because all language learners start out knowing nothing about the other three competences and have to deal with the uncomfortable feelings associated with that.

h. 'Language arts' focuses on syntax and grammar, using activities such as memorization and dictation. 'Language for a purpose' focuses on learning for immediate communication goals, using activities that don't expect the student to understand every word. 'My language is me: personal english language use' focuses on respect for the learner's self-expression, using activites that promote interpretation rather than correcting errors. 'You'll be, I'll be: theater arts' focuses on certain language and behavior appropriateness, using activities such as role-playing and observation. 'Beyond the classroom' focuses on language outside the classroom, using activities that create field experiences. I think that, when combined, these components create an accurate representation of teaching because they are balanced, identifying many needs of language learning.

i. CLT is: equally applicable to reading, writing, listening and speaking; used in a variety of settings, including large-group; includes metalinguistic awareness

CLT is not: overally focused on face-to-face oral communication; exclusively used in small-group or pair work; without the use of syntax and grammer

Language Skills: A Big New Step

I can't say too much about my previous experience in the ESLTCP program because this is my first one! I'm taking three courses concurrently. But I can talk about my general experience in teaching English as an additional language.

I took the equivalent to course #2 in my education degree and found it very interesting. The best lessons were those that engaged students, taught practical and meaningful skills and incorporated everyday activities and situations.

Recently, I volunteered at the University of Manitoba's Intensive English for Academic Purposes Program and found it very eye-opening. It looked to me a balanced place to work; one where I could make a difference in the lives of students but they weren't so needy that their personal lives regularly interfered with the teaching and learning.

As a substitute teacher, I also work with children that have newly immigrated to Manitoba. I hope to be able to empathize with learning and a new language and culture.

I enjoyed Oura's article on task-based, authentic learning because this method allows for a connection between the classroom and the real world, the students' prior knowledge and what they eventually need to know. It gives meaning and relevancy to studying and practicing language.