OCCUPATIONAL DOMAIN

EDUCATIONAL DOMAINPUBLIC DOMAIN

PERSONAL DOMAIN

LEARNER

COMMUNICATIVE LANGUAGE COMMUNICATIVE LANGUAGE TEACHING TEACHING

The ability to communicative effectively in English is a The ability to communicative effectively in English is a well established goal in ELT.well established goal in ELT.

ELT encompasses all modes of language use (spoken ELT encompasses all modes of language use (spoken and written) and written)

In the classroom teachers should work in the In the classroom teachers should work in the development of all components of communicative development of all components of communicative competence (linguistic, pragmatic and sociolinguistic)competence (linguistic, pragmatic and sociolinguistic)

Activities should involve learners in negotiation of Activities should involve learners in negotiation of meaning (Interaction in group and pair work) meaning (Interaction in group and pair work)

Balance between fluency and accuracy activities Balance between fluency and accuracy activities Establishing a supportive atmosphere in the Establishing a supportive atmosphere in the

classroom: Building cohesiveness within the group is a classroom: Building cohesiveness within the group is a an important managerial role for the teacheran important managerial role for the teacher

COMMUNICATIVE LANGUAGE COMMUNICATIVE LANGUAGE TEACHING TEACHING

Increase in learner centered activities and Increase in learner centered activities and collaborative work in the classroomcollaborative work in the classroom

Authenticity is a primordial concept in the Authenticity is a primordial concept in the communicative classroom (roles, communicative classroom (roles, materials, all skills)materials, all skills)

Teaching communicative skills and Teaching communicative skills and general human development general human development

Tasks that involve learners in negotiation Tasks that involve learners in negotiation of meaning and taking risks.of meaning and taking risks.

COMMUNICATIVE LANGUAGE COMMUNICATIVE LANGUAGE TEACHING TEACHING

The inadequacy of a four skills model of The inadequacy of a four skills model of language language

The terms The terms interpretation, expression and interpretation, expression and negotiation of meaningnegotiation of meaning instead of receptive instead of receptive and productive skillsand productive skills

The selection of methods and materials The selection of methods and materials appropriate to both the goals and context of appropriate to both the goals and context of teaching begins with the analysis of socially teaching begins with the analysis of socially defined learner needs and styles of learning defined learner needs and styles of learning

Learner needs provide a framework for Learner needs provide a framework for elaborating program goals in terms of elaborating program goals in terms of functional competence functional competence

COMMUNCIATIVE COMPETENCE COMMUNCIATIVE COMPETENCE

(CEF)(CEF)

COMMUNICATIVE LANGUAGE COMMUNICATIVE LANGUAGE TEACHING TEACHING

A COMMUNICATIVE CURRICULUM A COMMUNICATIVE CURRICULUM Language arts, Language arts, Language for a purpose,Language for a purpose, My language is me My language is me You Be, I’ll be; Theatre ArtsYou Be, I’ll be; Theatre Arts Beyond the classroom Beyond the classroom

COMMUNICATIVE LANGUAGE COMMUNICATIVE LANGUAGE TEACHING TEACHING

Reference to the terms “native” or “native Reference to the terms “native” or “native like” in the evaluation of communicative like” in the evaluation of communicative competence is inappropriate in today`s competence is inappropriate in today`s postcolonial, multicultural world. postcolonial, multicultural world.

Learners need to develop from more Learners need to develop from more controlled and mechanical to freer and controlled and mechanical to freer and communities behaviors (Phases of communities behaviors (Phases of instructional sequencing of lesson)instructional sequencing of lesson)