Becoming a Good Teacher

I recently updated my book, Teach and Leorn: Reflections on Communicative Language Teaching, from which this is a chapter, and made it available on Kindle and as an inexpensive book. To enjoy a read, please click here.

What are the qualities of great teachers? According to Jeremy Harmer, good teachers are attentive, understanding, good listeners, passionate. They give interesting classes. They bring their personalities and life experience into the classroom, and develop common ground with their students. They are flexible, student-centred, professional and knowledgeable, empathetic and motivating. They know their students’ names.

There is more. Good teachers adjust their language to a level students can understand without sounding unnatural or patronizing (this is called “modified input”.) They also use gestures, expressions and mime to communicate (this is called “comprehensible input”.)

The qualities students want in a teacher vary from culture to culture. For example, a TEFL student recently undertook a survey of Thai students in a TEFL class. What do Thai students want in a teacher? First, they want a teacher who is kind. They also want a teacher who understands the subject and is prepared for class. They want a teacher who is “human”, by which they explained that he should not be egotistical. And they want a teacher who arrives in class on time. These ideas are largely consistent with Harmers, but you can see cultural differences brought on by the insistence on kindness, humanity and being on time. (Thais are more frequently late than in the West.)

Here are some other ideas about the teacher’s roles and responsibilities. According to one writer, “great teaching comes from preparing thoroughly, challenging the students, listening carefully and respectfully, constantly learning as you teach, and including in every class a clear, insightful, new concept.” According to another, “the teacher’s main responsibilities are to choose class materials and to set class standards.” And according to a third, teaching and learning are part of the human condition. “We are all here to teach and learn.”

So those are the qualities of the good teacher. And there are as many ways to be a good teacher as there are teachers who are determined to do a good job. However, one choice that does seem to go a long way toward helping the teacher become a better teacher is the decision to use inductive methods. Here is a brief explanation of how that works, with examples.

Inductive and Deductive Teaching: Let’s start with the basics. English language teaching consists of applying four linguistic skills (listening, speaking, reading and writing) to three groups of language items (structural, lexical and phonological). The latter correspond roughly to grammar, vocabulary and pronunciation; they amount to linguistic content.

There is endless discussion among teachers about the relative merits of “inductive teaching” compared to “deductive teaching.” In inductive teaching, the students practice language forms, but discover rules or generalizations on their own. They induce the rules from the examples they have practiced. In inductive presentation, the teacher makes the rules explicit by asking students to provide the answer. In deductive teaching, the teacher first gives the students the rules for a language form. Then they practice using them.

Here are examples of each.

Inductive Teaching
1.Write the following sentence on the board (or give it to them as a handout): “She gave me a beautiful big old brown Chinese hat.”
2.Then give them additional sentences, and ask them to put the adjectives in the right order. Example: “I want to buy a ____ ____ ____ ____ ____motorcycle.” (Japanese, red, pretty, new, small).
3.Make the scrambled adjectives increasingly more challenging in the worksheet sentences. Thus, they have to think a bit harder with each new sentence. In this way they will figure out for themselves (induce) how to place adjectives.
4.Elicit ideas from the students about the correct order of adjectives. Using that input, write the rule on the board.

Deductive Teaching:
1. Give the students the following information in a handout:

In English, adjectives come before a noun in a particular order. The order of adjectives is the following:

A. First comes opinion: (Lovely)
B. Then we provide physical description, in a certain order:

1. Size (big)
2. Age (old)
3. Condition (faded)
4. Colour (red)
5. Shape (elongated)
6. Sex (N/A)

C. Then origin: (Canadian)
D. Then material: (birch bark)
E. Then purpose: (racing)
F. And the noun brings up the rear: canoe

2. Give them some adjectives and ask them to write sentences using three or more adjectives in the right order. Their job is to "deduce" the right answers from the rule you set out at the beginning.
3. Check the sentences to see whether they got them right.

These two forms of teaching practice are quite different. In general, use inductive teaching. This may require putting more work into your lesson plans, but it is worth it.

Classroom Management and Student Discipline

I recently updated my book, Teach and Leorn: Reflections on Communicative Language Teaching, from which this is a chapter, and made it available on Kindle and as an inexpensive book. To enjoy a read, please click here.

By Peter McKenzie-Brown

I recently encountered two of my former students in a Chiang Mai restaurant, and asked them how they were doing in the job market. They had completed their training in December, and both quickly began to teach. But their working situations are as different as chalk and cheese. One teaches six classes of young Thai teenagers in a public school, and each of her classes has perhaps 50 students enrolled. The other works as a one-to-one English tutor, and teaches only 18 hours per week. His students are mostly Thai adults, but they also include two Korean teenagers.

As far as classroom management is concerned, this study in contrasts illustrates the extremes that English language teachers are likely to experience.

Think about it: The teacher with hundreds of students is dealing with individuals she will never know by name. The situation militates against her being able to give personal attention to anyone. Her students are there because the law requires them to study English. Their previous English teaching has been from teachers with mixed (generally poor) language instruction skills. The distractions of the classroom are legion for both teacher and student. Many of her students have raging hormones and little motivation to learn English.

In the tutor-teacher’s case, the situation is upside down – or, some would say, right side up. The students only get personal care. The teacher gets to know them quite well. They are studying English because they want to learn the language, and are therefore highly motivated. Their previous language instruction is irrelevant, because their tutor rough tunes to their level, and heals the areas important to them. And besides having motivation, his students are more mature. They do not let their hormones disrupt the operation of the classroom.

Without a doubt these classes illustrate two extremes in classroom management. But has one of these teachers been dealt a bad hand in the gin rummy of teaching, while the other got a royal flush? I suggest not. When I asked the two teachers how their first month had gone, both said “I love it!” Different strokes for different folks.

Classroom Management: And this brings us around to the issue of good classroom management. Teachers have to manage their classrooms well so their teaching can be effective. Good management creates an environment that helps students learn. Good classroom management reveals and influences your attitude, talents, perceived role, voice and body language. It strongly affects teacher-student interactions, including the challenges associated with teaching to large groups.

Okay, enough of the abstractions. What exactly is classroom management? It is what you do to make your teaching area a good place to learn in. For example, the physical environment of the classroom can contribute to student learning; while all classroom seating arrangements have strengths and weaknesses, you have to decide which one works best for you. There are ways to arrange classroom seating to encourage student interaction. Should you set your students’ chairs in a horseshoe? A circle? How about the old standby, rows of student desks? Each works best in different situations. As a classroom manager, your job is to think through seating plans and other physical arrangements (like making sure the classroom isn’t too hot) that will work best for your students.

What else can you do to optimize the learning process? Perhaps nothing is more important in a classroom than letting your students feel safe – the process Stephen Krashen calls lowering the affective filter. A huge part of your role as a teacher is to build a positive climate, letting your students know there are rewards for taking risks in your classroom. Classroom management involves looking after such details as having a place to post student essays, for example.

One way to make students feel safe is to clarify classroom procedures and rules. Part of helping students feel secure is to establish clear rules and class routines. And it involves discipline. Let’s talk about that.

The Learner’s Age: One place to start is to consider that each class you teach is likely to include students of about the same age. Thus, your students will probably be children, adolescents or adults, not all three. So let’s look at those three groups in age rank.

1. When you teach children, it is important to differentiate between two life stages – young children who are 5-8 years old, and mature children who are 8-11. In terms of how their minds work, the mature children are cognitively close to adolescents and adults. Young children, by contrast, are cognitively closer to Martians. According to one popular text on teaching English to children,

The adult world and the child's world are not the same. Children do not always understand what adults are talking about. Adults do not always understand what children are talking about. The difference is that adults usually find out by asking questions, but children don't always ask. They either pretend to understand, or they understand in their own terms and do what they think you want them to do.

In both cases, young learners have special requirements. They have short attention spans, and require lots of physical play and teacher patience. They sometimes have trouble differentiating between fact and fiction. They have little life experience, but buckets of honesty. And while they may have respect for authority, they have a great deal of imagination. A teacher may feel that on some levels communication is impossible.

2. When you teach adolescents, you are dealing with a different crowd. They often have attitude. They respond to peer-pressure. They are often insecure, their hormones may be running wild, and they are developing life experience. As they go through the rapid transition between childhood and adulthood, they are often seeking knowledge and self-identity. Many challenge authority, and in the language classroom that means you.

3. Adults are another story. They have life experience and, because they are unlikely to be taking English because they have to, they are likely to be well motivated. They are also likely to be more tolerant and self-aware, but they may be status conscious. This latter issue can be an issue in a number of ways. For one, in terms of age they are peers of the teacher. If they are wealthy, older or high-status professionals, they may consider themselves to outrank you. Therein lay minefields. Don’t ever believe that adult students won’t ever give you discipline problems. Most won’t, but some do.

An article by US educator Budd Churchward suggests a way to apply the thought of psychologist Lawrence Kohlberg to the problem of classroom discipline for children and adolescents. His ideas put the lie to the urban myth that a class full of young adolescents is a class out of control. Purveyors of this notion, which is common in the United States, for example, support it with such unexamined statistics as the one that the dropout rate for America’s urban teachers is 40-50 percent. Does this mean the students were out of control, the teachers got offers for better jobs, or the teachers were ready for a change?

Kohlberg developed theories about the stages of moral and ethical reasoning among people. Through his work, which included in-depth studies of youngsters from many parts of the world, he developed a scheme of moral development consisting of three levels (each made up of two separate stages). He suggested that almost everyone, regardless of culture, race, or sex, experiences at least the first four stages.

The Encyclopedia of Psychology explains the four stages thus:

Each stage involves increasingly complex thought patterns, and as children arrive at a given stage they tend to consider the bases for previous judgments as invalid. Children from the ages of seven through ten act on the pre-conventional level, at which they defer to adults and obey rules based on the immediate consequences of their actions. The behaviour of children at this level is essentially pre-moral. At Stage 1, they obey rules in order to avoid punishment, while at Stage 2 their behaviour is mostly motivated by the desire to obtain rewards. Starting at around age ten, children enter the conventional level, where their behaviour is guided by the opinions of other people and the desire to conform. At Stage 3, the emphasis is on being a "good boy" or "good girl" in order to win approval and avoid disapproval, while at Stage 4 the concept of doing one's duty and upholding the social order becomes predominant. At this stage, respecting and obeying authority (of parents, teachers, God) is an end in itself, without reference to higher principles. By the age of 13, most moral questions are resolved on the conventional level.

For purposes of classroom discipline, Churchward says that only these four of Kohlberg’s stages are important.

The Learner’s Stage: At the risk of over-simplifying his ideas, here is a brief review of the approach to discipline that Churchward develops. It strongly reflects Kohlberg’s stages.

1. Stage 1 discipline problems, he argues, involve recalcitrant behaviour. This is the power stage, in which might makes right. The students refuse to follow directions. They are defiant and require a great deal of attention. “Fortunately, says Churchward, “few of the students we see in our classrooms function at this stage. Those who do, follow rules as long as the imbalance of power tilts against them. Assertive teachers with a constant eye on these students can keep them in line. Turn your back on them, and they are out of control.”

2. Self-serving behaviour is the ruling characteristic of Stage 2; Churchward calls it the reward and punishment stage, in which the student’s key question is, “What’s in it for me?” In class, these students behave either because they will receive candy, free time or some other reward, or because they do not like what will happen to them if they do not behave. “Most children are moving beyond this stage by the time they are eight or nine years old”, Churchward explains. “Older students who still function at this stage do best in classrooms with assertive teachers.” Assertive teachers – the ones who insist on class control – are the ones who fare best with stage 1 and 2 students.

3. Churchward characterizes Stage 3 as one of interpersonal discipline, in which the student is out to make the teacher’s day. In this stage the student’s main question is “How can I please you?” He adds, “Students functioning at Stage 3 make up most of the youngsters in our middle and junior high schools. These kids have started to develop a sense of discipline. They behave because you ask them. This is the mutual interpersonal stage. They care what others think about them, and they want you to like them.” These children need little discipline. Ask them to settle down and they will. They rarely need a heavy-handed approach to classroom discipline.

4. The last stage of classroom discipline involves self-discipline. This is the social order stage, characterized by the student belief that “I must behave because it is the right thing to do.”

“Students functioning at Stage 4 rarely get into any trouble at all,” Churchward says. “They have a sense of right and wrong. Although many middle school and junior high school students will occasionally function at this level, only a few consistently do. These are the youngsters we enjoy working with so much….You can leave these kids alone with a project and come back 20 or 30 minutes later and find them still on task.” Many adolescent students do not operate at this stage, but they are near enough to it that they understand how it works. “Cooperative learning activities encourage students to function at this level,” he adds. “The teacher who sets up several groups within the classroom gives students a chance to practice working at this level.” You should wait close by, though, ready to step in when needed.

Churchward’s ideas are useful and relevant, and he does a good job of developing a practical application for Kohlberg's theoretical concepts. Put in the context of managing the classroom, his thinking offers a helpful understanding of the psychology of our younger learners, and contributes to the larger issue of class management.

On Churchward's website – which also promotes a computer system for managing classroom discipline (free trial available) – is a description of 11 techniques for better classroom discipline. I recommend you take a look at it.

Confucius and the Language Institute

By Peter McKenzie-Brown Chiang Mai University’s Language Institute building officially opened today, with a traditional Thai blessing. A clutch of ochre-clad monks blessed the building with Pali and Thai chants and other rituals. (Much as Latin is the classical language of Catholicism, Pali is the classical language of Theravada Buddhism, to which almost all Thai Buddhists subscribe.) When the religious celebration was over, there was a brief but dignified secular ceremony to open the ultra-modern, 60-million baht complex. Among the small number of dignitaries were university president Dr. Pongsak Angkasith and Dr. Tanun Anumanrajadhon, chairman of the institute’s board. The ceremony was well organized, brief and pleasant. The voices of choice were English and Thai. In addition to 35 air-conditioned classrooms, Chiang Mai University's Language Institute has a 200-seat theatre, two 100-seat lecture halls and two other large lecture halls with 60 seats each. The complex has a specialized language library, two language labs and a self-access learning centre. Confucius Institute: Then it was time for the opening of the Confucius Institute, an affiliated organization. Confucius Institutes are China’s answer to the British Council, Alliance Française and Germany’s Goethe Institutes. Their purpose is to spread the study of Mandarin and Chinese culture. The main sponsor of Chiang Mai’s Confucius Institute is the government of China. Other participants include Yunnan Normal University and China’s National Office for Teaching Chinese as a Foreign Language. So far there are few of these institutes. The first was established in Uzbekistan in 2004. A year ago, according to a published report, there were 25, located in the United States, Europe and Asia. Today, there are more 123, and they are in 49 countries and regions on every populated continent. In 2006, China set one up every three and a half days, on average. The Confucius Institute pulled out all the stops for this event. The Chinese ambassador to Thailand, Zhang Jiuhuan, spoke at length about the purposes of the Institute, and a mandarin from Beijing – Zhao Guocheng, elaborated. Then the chairman of Yunnan Normal’s academic committee talked warmly about his university’s partnership with CMU. To make a point, perhaps, the only languages spoken were Mandarin and Thai. The ironic exception occurred when the ambassador ended his speech with an unaccented, perfectly nuanced “Thank you very much,” in English; a slip of the tongue. When the talking was over, curtains fell away and a traditional dragon dance began. Great Power: One could not help but be impressed with the energy, drive and determination the Chinese applied to this official opening - qualities available in abundance in that emerging superpower. The Confucius Institutes are clearly an important part of Chinese policy, and the country is using its extraordinary ability to get things done to push these organizations as far and as quickly as they can. I saw the importance the Chinese placed on the opening of this start-up educational organization as emblematic of a Chinese challenge to the dominance of English as the global language. As that country transforms itself into the world’s second economic superpower, it seems to want to develop the linguistic infrastructure that befits a great power. According to Michael Vatikiotis, “China's national office for teaching Chinese as a foreign language, which runs the Confucius Institutes, will provide textbooks for schools in Southeast Asia with the catchy title ‘Happy Chinese.’” That same national office believes there will be 100 million people worldwide learning Chinese as a foreign language by the year 2010. Vatikiotis adds, “All of this is a sign of expanding Chinese soft power. But what are the implications of the spread of Chinese language and culture? It's a more important question in a region like Southeast Asia where as many as half the people living in urban areas like Bangkok are of Chinese descent.” It is an important question indeed. In a way, it epitomizes the struggles within and among languages that are taking place around the world, and which this blog has discussed in some detail elsewhere. For Chiang Mai University, today's celebrations helped open a building. For China, they helped open the world.

The Great Motivators

I recently updated my book, Teach and Leorn: Reflections on Communicative Language Teaching, from which this is a chapter, and made it available on Kindle and as an inexpensive book. To enjoy a read, please click here.

By Peter McKenzie-Brown

For teachers, four key factors affect the rate at which a student learns a second language. (I am referring to external factors. Although they clearly have roles to play, such considerations as attitude, aptitude and previous experience in language learning don't count in the context of this discussion.)

The most important factor relates to the student's primary motivation. Language theorists often describe a language student's primary form of motivation as either instrumental or integrative motivation.

Instrumental motivation is the weaker form. Common among those learning English, for example, with no intention of ever living in a country like Britain or Canada, instrumental motivation is the prime mover of those who want to learn a language as a tool for some secondary purpose – talking to tourists, for example. Integrative motivation is a greater force. It is the motivation of those who are learning a second language in a new country, and they are learning the language so they can integrate into a new society.

The second fundamental factor affecting language learning is the amount of time the student spends in class and practicing the language. Generally speaking, more motivated students spend more time; less motivated students, less.

The third factor is the teacher’s approach (for example, communicative language teaching or audiolingualism) to language teaching. The fourth is the instructor's teaching effectiveness and style.

You can probably see a big problem here. The myth of the great teacher whose motivational abilities inspire her students to world-shattering achievements is essentially flawed. I think of this as the paradox of motivation. The student's main motivator - integrative or instrumental motivation - is the one factor the teacher essentially has no control over. And that motivation drives the second most important factor behind student success, time spent on task.

What's a teacher to do? Accept this reality, and develop your ability to motivate students in secondary ways. Primary motivation notwithstanding, the teacher's motivational skills are still critical for both learning and teaching.

Good teachers use many teaching qualities to motivate students. These include a combination of variation and structure in teaching activities. They find ways to show the practical value of learning English. They encourage and nurture their students, and many excellent teachers also bring sympathy and empathy into the classroom. They make the physical teaching space as compatible with learning as they can. They offer tools for learning (for example, mnemonics) and they conduct the class in a fair and balanced way. They also provide the students with consistency and fairness, and they do everything they can to help the students feel safe.

What TEFL teachers think: In a recent class, I discussed this problem with my TEFL (teaching English as a foreign language) students, and asked them to brainstorm ways to motivate their students. They concluded that there are five areas where the teacher can really make a difference: in their lesson plans, in classroom management, in teaching style, in testing and assessment and in professional development. By no means were their ideas exhaustive, but they were good. Here is a summary.

1. Create great lesson plans: Choose great topics. Provide interesting and varied activities. Develop medium-term class themes. Have attainable goals and objectives, which provide real challenges but seek progress, not perfection. KISS (Keep it short and simple). And use authentic materials and situations for classroom teaching.

2. Classroom management: Attend to your students’ comfort and convenience. Find ways to visually represent class progress. Set up the classroom effectively and use equipment as effectively as you can.

3. Teaching style: Your teaching style consists of attitude, presence and rapport. Here are some comments on each.
• Attitude: Know your students’ names. Activate their prior knowledge and nurture their abilities. Be knowledgeable and authoritative, but modest. Be passionate about teaching. Be punctual. Dress and groom professionally.
• Presence: Empathize with your students. Enable your students to have fun. Show your personality, and vary the ways you teach
• Rapport: Appeal to different learning styles, especially kinaesthetic. Be conscious and respectful of your students’ culture or cultures. Give genuine praise and recognition. Involve the students in their learning; for example, use KWL (“what you know, what you want to know, what you have learned”) charts to develop and measure class content. Offer appropriate counsel and advice.

4. Assessment: Give your students good and regular assessment and testing. Get them to help each other. Monitor the class through feedback, and use prizes as rewards from time to time.

5. Professional development: Keep a log of your classroom performance, on occasion get someone to video your performance, and periodically ask a colleague or friend to assess your teaching. And take advantage of whatever professional development training you can get your hands on. We can always improve, and we must.

The Value of Testing

I recently updated my book, Teach and Leorn: Reflections on Communicative Language Teaching, from which this is a chapter, and made it available on Kindle and as an inexpensive book. To enjoy a read, please click here.

By Peter McKenzie-Brown

Students hate tests, and so do teachers. For the student, they are a pain to study for and a worry to take. For the teacher, they are a nuisance to give and a bother to grade. But research shows that failing to give tests is bad educational practice. This is because if you test your students, they will probably better retain the material you are presenting. And oddly enough, they can do so without studying more or harder.

The Testing Effect: The journal Psychological Science noted this outcome in a 2006 report. According to the researchers, “Taking a memory test not only assesses what one knows, but also enhances later retention, a phenomenon known as the testing effect.” They added, “Testing is a powerful means of improving learning, not just assessing.”

Oddly enough, tested students can actually do better with less study. According to a media report,

….students who relied on repeated study alone frequently developed a false sense of confidence about their mastery of the materials even while their grasp of important detail was sliding away. By comparison, students who were either tested repeatedly or tested themselves while revising scored dramatically higher marks. A group of students who read a piece of text 14 times, for example, recalled less than a self-testing group who had read the piece only three or four times.

Now, let’s move from the immediate findings of this research to the realm of common sense. Teachers have long known that testing plays a key role in teaching and learning.

Self-tests in language promote retention, while process-focused tests (for example, writing a journal or preparing to give an oral presentation) activate language. Testing has many other uses. Through testing, both teacher and learner get a better sense of the student’s progress. They encourage students to self-evaluate and they promote autonomy in learning. We can use them to provide a sense of closure to a unit or a course of study. They can give your students a better sense of where their competence has improved, and they can give you feedback on how effective you are as a teacher.

Traditional and Alternative Assessments: Traditional forms of testing fall into four basic categories. (1) Proficiency tests give general information on student language proficiency level. They are not specific to any particular program. (2) Placement tests are designed to be appropriate for a specific program. These tests should reflect the goals and ability levels in the program and help you place students within the program. (3) Achievement tests, which should be part of every language curriculum, should be specific to the goals and objectives of a specific language course. (4) Finally, diagnostic tests focus on individual student’s strengths and weaknesses. You can use information from diagnostic tests to help your students improve in particular areas of weakness.

There are many ways to create standard tests for language students. They are commercially available, and many schools have files of hoary old tests you can borrow or emulate. A frequently raised concern about these tests is the question of whether they have validity (they measure what they are supposed to measure); reliability (the tests are consistent); and objectivity (the assessment is unbiased). In terms of this discussion, those are issues for another day.

From the communicative language teaching perspective, a more pressing weakness of traditional testing is that it is neither communicative nor authentic. Given the importance of assessment as a teaching aid, however, it is worth looking at alternative ways to test foreign language students. For language learners more than for other learners, perhaps, alternatives are particularly important.

There are four obvious forms of alternative assessment. Observe your students, writing notes in student records. Meet with them. Have them write journals. And have them create portfolios of their work. These are just a sample, however, and they are not systematic. For system, consider a review by Jo-Ellen Tannenbaum.

The Alternatives: The American educator wrote a commentary on alternative assessment. She pictures the landscape in these words:

Many educators have come to recognize that alternative assessments are an important means of gaining a dynamic picture of students' academic and linguistic development. “Alternative assessment refers to procedures and techniques which can be used within the context of instruction and can be easily incorporated into the daily activities of the school or classroom”. It is particularly useful with (language) students because it employs strategies that ask students to show what they can do. In contrast to traditional testing, “students are evaluated on what they integrate and produce rather than on what they are able to recall and reproduce”. Although there is no single definition of alternative assessment, the main goal is to “gather evidence about how students are approaching, processing, and completing real-life tasks in a particular domain”.

Alternative assessments, she added, generally meet the following criteria:
• Focus is on documenting individual student growth over time, rather than comparing students with one another.
• Emphasis is on students' strengths (what they know), rather than weaknesses (what they don't know).
• Consideration is given to the learning styles, language proficiencies, cultural and educational backgrounds, and grade levels of students.

In her thoughtful article, Tannenbaum puts alternative assessments into five categories. The first she calls “non-verbal assessment strategies”, in which students use physical demonstration or pictures, for example, to illustrate their comprehension.

A second is the KWL chart. The initials refer to “what I know/what I want to know/what I've learned”, and she advocates using this tool to begin and end a unit of study. In an EFL class, you might begin by surveying students on their course expectations. At various points in the course, you could then assess what they know and what they are learning. At the end of the unit, you can work with the students to determine how much they have learned of what they wanted to know.

Tannenbaum also suggests oral performances or presentations as alternative forms of testing. “Performance-based assessments include interviews, oral reports, role plays, describing, explaining, summarizing, retelling, paraphrasing stories or text material, and so on.” Other possibilities include role play and oral presentations. She adds that oral assessments should be conducted regularly so you can monitor your students’ comprehension and thinking skills.

A fourth cluster of alternatives includes what she calls “oral and written products.” She suggests that the teacher can assess student progress include “content area thinking and learning logs, reading response logs, writing assignments (both structured and creative), dialogue journals, and audio or video cassettes.”

Finally, she advocates the portfolio of student work, collected over time to track student development. She suggests that portfolios should include a variety of materials -- audio- and videotaped recordings of readings or oral presentations, for example; writing samples and assignments; conference or interview notes and anecdotal records; and tests and quizzes.

Individualized assessment can be a time-consuming task, and it will drift into the realm of the virtually impossible if you ever find yourself with, for example, several large classes of university students. However, the case for assessment is compelling. After all, your responsibility as a teacher is to promote learning among your students, and the much-hated practice of testing can be one of the great tools toward achieving that goal.

A Beginning, a Middle and an End

I recently updated my book, Teach and Leorn: Reflections on Communicative Language Teaching, from which this is a chapter, and made it available on Kindle and as an inexpensive book. To enjoy a read, please click here.

By Peter McKenzie-Brown

Whichever language skill you are teaching, each component of your lesson should comprise beginning, middle and end. On the surface, this sounds obvious. But in language teaching, nothing is as it seems – or so it seems.

A better way to describe this issue is to talk about pre-skill, skill and post-skill activities. The three sections of a lesson segment should include an introduction that activates any schema the learners may need to succeed in the activity; the activity itself; and a review of the activity. To use reading as an example, the moving parts of a good teaching activity should include pre-reading, reading and post-reading components.

In the balance of this discussion, we will use reading and writing activities to illustrate this general idea. However, you can equally apply it to instruction in listening and speaking.

The communicative language teacher’s main responsibilities are to choose class materials and activities and to set class standards; in many ways, the choices are the hardest part. CL teachers should adapt readings to the level and interest of their students. All else being equal, students learn best when they read items that interest them. When you are presenting a text to students, there are a number of steps you should take to help your students get the most from their reading.

These include pre-teaching essential vocabulary and engaging the students by having them try to predict the content before they actually do the reading. If you have a class full of young adults, for example, you might begin the section with the observation, “We are about to read a short love story. What do you think will happen?” These kinds of pre-reading activities promote comprehension. In turn, this encourages your students to react personally to what they are reading.

You should base a sequence of classroom activities on your reading text. In this way, you can integrate better reading with improvements in one or more of the other skills – listening, speaking and writing.

Student Generated Reading Materials: Sometimes, of course, you won’t want to provide your students with canned material. You may opt instead to have them generate their own reading material.

You can have intermediate or advanced students choose their own research topic and find their own study materials in the newspaper or on the Internet. Once they have chosen their reading materials, you can put them through pre-reading, reading and post-reading exercises. This kind of project will extend over several classes, or even several weeks.

If you have lower-level students, you can use the “language experience approach” to help a class of beginners extend their spoken language into reading and writing activities. Begin by discussing a shared experience in class. Then lead the students in telling you a story. Write words and phrases on the board. Gradually develop their language contributions into a story, prompting revisions as you go. Read and reread the story together. Depending on the language skills of your students, use “repeat after me” or “choral reading” approaches. You may want to extend the story by having the students illustrate it.

After it is complete, you can further exploit this exercise by preparing flash cards that give brief cues to the story. Then erase the board, and have each student tell the story using only these cues. You will probably want your learners to tell these stories in small groups, so they get maximum language practice.

Make student-generated material go a long way, by pointing out elements such as punctuation and repetitive grammatical forms. Point out parts of speech, and use readings as springboards for speaking, listening, and writing. Finally, post student-generated writings on the wall to remind students of what they have learned.

Also, after you isolate a word, phrase or sentence, put it back into context so you can re-establish “syntax.” Syntax is the teacher’s word for the rules we use to combine words into phrases and sentences.

Reading Skills: Of course, in reading lessons it is also important to present strategies for effective comprehension. Here are three key skills.

• Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word; instead you're skimming the text. Skimming is done at a speed three to four times faster than normal reading.
• Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases.
• Surveying a text involves beginning a reading by examining some of its parts. Read the headlines and sub-heads, the first and last paragraphs, captions, charts and tables and other graphic materials. These will give you the main ideas of an article or brochure before you begin more intensive reading.

Teaching these learning strategies can greatly improve your learner’s reading comprehension.You can learn about other strategies to improve reading in teachers’ books and on many Internet sites.

Teaching Writing: Writing reinforces general language development and helps develop language proficiency, but it is also a valuable form of self-expression. CLT gives listening and speaking skills a certain primacy, but students do not always have to speak before they can write. (Of course, when you are working with students who have not yet learned the Roman alphabet, writing is usually a long time coming!)

The well-known applied linguist Doug (H. Douglas) Brown lists six principles for designing good writing lessons.

First, he says we should teach our students what good writers do. What do good writers do? Well, they focus on the main idea. They consider their audience. They constantly revise their writing. They follow a general outline as they write. And they get feedback on their writing from others. Build these practices into your writing lessons.

Brown also talks about balancing process and product. When you work with your students on process, you are inwardly focused, on the writer. You help your learners understand what the writer must do to generate ideas and so on. A focus on the writing product is outwardly directed. Who are the audience and what are they willing to read? What form should the piece of writing take? You also need to explain why correctness is so vital.

Another of Brown’s principles is to show differences between writing in English and writing in the first language. The focus here is style rather than language. For overseas teachers who cannot speak the local language or read the local script, this is impossible, of course.

His fourth principle is to connect reading and writing activities. This follows the general principle that CL teachers should wring as much as they can from a given task, stopping well short of boredom.

Also, he says, make writing as realistic as possible. Have students write for a real purpose. There are many varieties of writing that you can teach, and they exist for just about every student level. A few writing schema your students will be familiar with include email, letters, postcards, stories and newspaper articles. Forms they may be less familiar with include essays, poetry and business letters. As you begin a writing exercise, you should be sure your students understand the form (schema) they will be working on. Once they understand the form, the rest will be easier.

Finally, Brown says, teach writing in three stages.

• Generating content is the first. He calls this prewriting, and it involves research, brainstorming and other techniques for idea formation.
• Planning, organizing and preparing the first draft make up the second stage. At higher levels, for example, common planning and organizing techniques include writing a thesis statement, preparing outlines and developing topic sentences.
• Revision and editing come last. Except in special cases (for example, advanced students), it is not helpful to correct all the mistakes you can find in your students’ writing assignments. Like the other aspects of language, the development of writing is a gradual process. However, you should encourage your students to get feedback on their writing from other students by peer review. Also, your students should have opportunities to rewrite their work after you (or their peers) have corrected it.

And this, of course, takes us back to the beginning. Good activities for teaching language skills comprise beginning, middle and end.

Podcast in the Classroom

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.

By Peter McKenzie-Brown

Thomas Edison didn’t exactly consider the phonograph a device for teaching language when he invented it in 1877. However, he did suggest that its ten possible future uses included “the teaching of elocution” and “the preservation of languages by exact reproduction of the manner of pronouncing.”

He could hardly have imagined that a remote descendent of that device, the podcast, would one day offer such convenient, powerful potential for language learning and teaching.

A podcast is a multimedia file distributed over the Internet for playback on mobile devices and personal computers. For the language learner in particular it is the answer to a maiden’s prayer. Motivated learners can now download excellent content through iTunes or Breaking News English, for example, and listen to it at their leisure. Teachers should encourage their students to take advantage of these opportunities, as well as such excellent commercial listening materials for beginners as those provided by Pimsleur.

Podcasts also provide great value for language teachers. Many excellent materials are available, and it is becoming progressively easier to use them in the classroom. It is hard to understate the importance of this media phenomenon for both learners and teachers. Why is this so?

Because listening is the single most important skill in language learning. The failure to promote listening activities in the classroom is a teaching flaw that even the best language instructors are often guilty of. In the past this was somewhat justifiable, because listening activities depended on clunky machines that were frequently unreliable. Moreover, finding appropriate listening materials was often difficult. Advancing technologies are changing that.

Pods and Bytes: Before we get into the nuts and bolts – or rather, perhaps, the pods and bytes – of using these new media in the classroom, let’s quickly review why listening is so important. Here are a few points about teaching this primary skill.

Listening is the language skill most used by the average person, and it is our major source of comprehensible input. Learners must hear and comprehend before they speak, so listening should be the first skill that you teach. This worries some teachers, but it shouldn’t; aural activities can be intrinsically motivating.

You should teach this skill gradually and systematically. In a pure listening exercise, your students develop the skill in isolation from the other skills. For the most part, you do this by presenting your learners with the opportunity to hear a specific selection of authentic speech. This includes giving them additional opportunities to listen to the exact same thing several times.

Students must be explicitly taught to recognize the reduced language forms of colloquial speech. Presented with identical repetitions of a speech segment, they will learn to recognize the reduced vowels of English, for example. They will also gradually learn to dissect the structures in use, and the unfamiliar vocabulary. Also, part of aural comprehension is learning to decipher nonverbal clues – many of which are carried, for example, in the intonation of a speaker’s voice. Listening activities can bring these intoned meanings to life.

We listen in different ways for different purposes, and this is an important consideration when we think about language teaching. For example, we should include among our listening activities a wide range of activities and materials. So says applied linguist David Nunan, who has provided an excellent set of rules for effective listening practice.

Authentic Texts: He adds that our materials should be based on a wide range of authentic texts, including both monologues and dialogues. Add answering-machine messages, public transportation announcements, mini-lectures and narrative recounts.

Also, the content should be personalized. For example, have your students “listen to one side of a conversation and react with written responses.” You can find many other ways to get your students to respond personally to the material. You might take into account local culture or recent news, for example. If your students are young adults, don’t forget to provide them with a brief love story. From the beginning, learners should know what they are listening for and why.

Schema-building tasks should precede the listening – in other words, the teacher should introduce the listening activity proper with questions or a warm-up activity, for example, that wakes up the learner’s dormant sense of what the listening activity will involve. By creating a sense of anticipation, you can add more life to the lesson.

You should incorporate strategies for effective listening into the materials. If the speakers use “woulda,” “shoulda” and “whaddaya” a lot, introduce those structures and have your students practise them before listening begins. Of course, key vocabulary should be part of pre-listening preparation.

Give your learners opportunities to progressively structure their listening by listening to a text several times. Also, have them work through increasingly challenging listening tasks as the number of repetitions of the text progresses. For example, after the first listening, they may need to write down the main idea of the text. The second time out, they may need to answer written questions about specific details from the text. These activities enable them to probe progressively deeper into the text.

Hardware and Content: With this review of the basics, let’s return to the matter of teaching technology. Recording devices like Edison’s phonograph have been around for 130 years, but were little used in the classroom until the development of the tape recorder.

For their part, record players were expensive and often cumbersome. The stylus was hard on the record, which quickly became scratched and often skipped. These devices were little used for language teaching.

Audiotapes have been available for half a century, of course, but for much of that time they were so clumsy they were used almost exclusively in language labs. It was difficult to rewind to the exact beginning of the text; also, the tapes can stretch, stick or break. And tape recorders seem much more likely to malfunction than later recording devices.

Audiotapes have been available for nearly fifty years, of course, but for much of that time they were so clumsy they were relegated to language labs. They have always had the drawback that it was difficult to rewind to the exact beginning of the text. Also, the tapes can stretch, stick or break. And tape recorders seem much more likely to malfunction than later recording devices.

The CD began to replace this technology twenty years ago. It has the advantages of instant response, much higher audio quality and greater durability. Its major drawback is in finding good and useful content for a language class. Good material has been available, but often prepared by big media firms to accompany textbooks that were not appropriate, for example, in emerging countries. Not only is this material often inappropriate, it is often quite expensive for teachers and schools in developing economies.

Then came the podcast, a whole new medium that is barely three years old. Although problems still exist, the podcast is progressively helping solve the language teacher’s content problem. More and more excellent material is available on the Internet, and it is downloadable for free. To extract the exact segment you want, you will need a free sound editor like Soundbooth.

How do you use this stuff? Whatever the level of technological sophistication of your teaching environment, you have options. For one, download onto an MP3 player your edited podcast; ideally it should be one with a transcript for lesson planning. Take it to class with a small pair of portable MP3 speakers. Now, you are off and running.

A less elegant solution is to download your chosen podcast onto a laptop computer, bring the laptop into class and let it rip. Unfortunately, laptop computer volume is often inadequate for medium-sized classes and larger, so external speakers may again be necessary.

Your third choice is to burn your podcast onto a CD or download it onto a flash storage device. Almost everyone has access to a CD player; fewer have access to a system that can read from flash memory. With luck and perhaps an investment in technology, however, you should be able to use this basic option.

Whichever playback system works for you, just do it. If you choose good materials and develop good, sophisticated activities, listening practice makes learning and teaching even more fun.

Up from the Bottom or Down from the Top?

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.

By Peter McKenzie-Brown

Psychology long ago began to debate two views – “top-down interpretation” and “bottom-up processing”– of how we understand language. Although the evidence is ambiguous, researchers generally believe they are distinct but complementary processes. For language instructors, the debate is less important than an appreciation of the roles these parallel processes play in classroom teaching and learning.

This discussion argues that good teaching practice accepts both views of language learning. However, their relative importance largely depends on the skills of the language learner.

To appreciate this, let’s begin with points of view. The advocates of “top-down interpretation” argue that background knowledge and previous experience of a situation, context, and topic play primary roles in helping us interpret meaning. We use prior knowledge and experience to anticipate, predict, and infer meaning. By contrast, the advocates of “bottom-up processing” believe language relies more heavily on decoding the sounds and letters of a language into words, clauses, sentences, and such. We then use our knowledge of grammatical, syntactic and lexical rules to interpret meaning. In this view, language users work from the bottom – the sounds they hear and the letters they encounter – to identify meaning.

To put that broad debate into context, consider that the primary focus of communicative language teaching is to develop communicative competence. CL teachers develop this competence through the use of materials and activities that focus on using language functions – for example, describing people and telling time. Because native-speakers use higher mental schema when they are processing language, language teachers develop activities that will enable their second-language learners to do the same. Broadly speaking, activities of these kinds involve top-down learning skills.

Is this always a good thing? No. Some language teachers are too quick to jump on the top-down bandwagon. In our view, better teachers are those who strike a conscious balance between top-down and bottom-up learning, which both have roles in language instruction.

According to Robert Norris, who uses listening activities to illustrate, “If we…require (our) students to use native speaker processing skills without first giving (them) a firm grounding in decoding the stream of sounds they hear, we run the risk of causing (them) more frustration and confusion than they can handle.”

We will return to Norris’s thoughtful discussion shortly. In the meantime, remember that bottom-up processing is particularly important when learners use the receptive language skills of listening and reading, because it plays a big role in making input comprehensible. And comprehensible input is the engine of effective language acquisition.

Bottom-up…: The bottom-up view assumes that listening is a process of decoding sounds and graphemes (the letters of the alphabet). We start with the smallest units, and gradually decode them until we understand the content of what we are listening to or reading.

The number of micro-skills involved is large. For example, when we listen we discriminate among the distinctive sounds of English, recognize stress patterns and the rhythmic structure of English, and discern how we use stress and intonation to signal information. Also, we need to identify words in stressed and unstressed positions and in reduced forms. We also have to recognize grammatical structures and typical word-order patterns. Meaning and comprehension are the last steps in the decoding process.

When we read, we use the building blocks of language to make meaning of what we see on the printed page. Bottom-up processes include sounds and graphemes -- the representation of sounds by letters. In English this involves word recognition for the countless irregular spellings and a sophisticated system of punctuation. We then need to to process written information through grammar and sentences. From these blocks we build comprehension.

…and Top-down: By contrast, top-down proponents believe that language processing involves the reconstruction of meaning through prior knowledge or “schema.”

Listeners actively reconstruct the original meaning of the speaker using incoming sounds and other signals like body language as clues. Prior knowledge of context and situation enables us to make sense of what we hear. A native speaker, for example, may completely zone out while hearing the news, then snatch a few brief cues that quickly draw him in. Similarly, when we begin a phone conversation to make an appointment, we shift into formal speech-patterns for such situations. This is another instance of schema guiding language use.

We also use schema to help us understand what we are reading. For example, the format of letters, emails and magazine ads are similar from culture to culture. Their format, whether in the reader’s first or second language, provides specific and useful information about what we can be likely to expect. Other top-down skills include surveying, skimming, scanning, reading for full comprehension, reading between the lines (inference), and reacting personally to reading texts. Teaching these learning strategies to your intermediate students can greatly improve their reading comprehension.

The Language Level Issue: In his excellent discussion of top-down and bottom-up teaching, Norris argues that the teaching community’s eagerness to focus on top-down teaching is sometimes misguided. “Many of the listening materials on the market today are concerned chiefly with helping learners become more adept at improving top-down skills by having them (identify relevant information while ignoring unnecessary details.)”

He adds, “In order to simulate the knowledge that native speakers bring to listening, learners are often provided with vocabulary lists prior to the task and told who the speakers are, what the situation is, and what the topic is about. However, scant attention is paid to the phonological characteristics that mark informal speech. This seems a bit like putting the cart before the horse.”

Norris makes a strong case that teachers must develop both bottom-up and top-down skills, especially at the lower levels. “Teachers are asking a lot from their students… when top-down listening tasks are given without first assessing the students' ability to do bottom-up processing.” His argument is sound. Learners need many micro-skills learners for bottom-up processing, and a good teacher neglects them at his peril. This applies especially to beginning and early intermediate students.

Wrap-up: The main conclusion of this discussion is that we need to feed both learning processes when we are teaching our students.

How and when can we use top-down processing? When you are teaching, make sure your students are aware of the format and general content of a reading, for example. Tell them they are going to read a ghost story, for example, and then elicit ideas about what the content might be, what vocabulary might occur, and so on. This switches on the ghost-story schema in their brains, and also begins activating their English skills. You can do the same with listening. Tell them you are about to listen to a sports broadcast on the Football World Cup. Elicit information about football and the vocabulary they might expect to hear, and so on. Also, of course, a CL teacher is constantly using authentic activities to teach. Thus, a role-play “in the restaurant” is by its very nature a top-down comprehension activity.

In these and many other ways, you can take advantage of your students’ ability to use top-down comprehension to get them ready for the upcoming learning activity. As your students advance, you can use more sophisticated top-down schema and strategies.

Bottom-up skills are different. As we have suggested throughout, they are usually more basic and therefore more important for lower-level students. With those students, you need to spend time helping them recognize reduced speech, for example, and irregular spellings. In the early stages of language acquisition, automaticity in word recognition is critical.

Communicative language teaching emulates real-life language acquisition, which means our work has a top-down bias. Your class needs to use authentic activities and materials to function effectively, and those materials tend to be top-down. However, focusing exclusively on top-down teaching creates problems. Especially with beginning students, spend time developing bottom-up skills.

Language Teaching: Some Notes on Method

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.

By Peter McKenzie-Brown


As a teacher, I use the communicative approach to language teaching, and this blog provides much information about its theory and practice. In some ways, the heart of CLT is the lesson planning cycle, which we stress from the beginning. (To download a PDF of my book on the topic, click here.)

To put CLT and lesson planning into context, it will be helpful to tell some of the story of teaching methods. We begin with the tale of teaching approaches and methods. Then we describe the two bêtes noire of language teaching – grammar translation and audiolingualism – before reviewing the direct method and CLT.

Approach, Method, Design and Procedure: In 1963, applied linguist Edward Anthony defined the terms “approach,” “method” and “technique” as they apply to language teaching and his ideas had a great impact on teachers and those who guide them. In his ground-breaking work, Anthony suggested that an approach is the large system of ideas and thought behind a teacher’s lesson plans. Method refers to specific ways to teach English, and each method uses a variety of specific techniques.

Here is what Anthony actually said: “The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach….
• “…An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught….
• “…Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural…..Within one approach, there can be many methods….
• “A technique is implementational – that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.”

In a review of Anthony’s ideas, two later thinkers – Jack Richards and Ted Rodgers – suggest a rethinking of this hierarchy. Anthony’s package can be improved, they suggest, by eliminating the notion of technique from the pyramid, and adding design and procedure. The following two categories replaced technique at the bottom of their hierarchy.
• Design: The two thinkers propose that design is “that level in which objectives, syllabus, and content are determined, and in which objectives, the roles of teachers, learners and instructional materials are specified.”
• Procedure: The implementation phase of language classes is where the rubber hits the road – the activities that help language learning occur. Rather than use the term implementation, they prefer the “slightly more comprehensive term procedure.”

The two men sum up their revised model with the words: “…a method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in a procedure.” The lesson planning cycle used extensively in this course mirrors Richards’ and Rodgers’ revisions to Anthony’s pioneering work.

In the following discussion, we will talk about methods only, because we are concerned with how language is taught in the classroom rather than the theory behind individual methods. We will not, in other words, discuss the approaches behind the following four methods.

The Grammar Translation Method: The grammar translation method emerged when people of the western world wanted to learn such foreign languages as Latin and Greek. The focus is on learning grammatical rules and memorizing vocabulary and language declensions and conjugations. Typical classroom activities and homework includes text translation and written exercises.

The teacher presents a grammar translation class in the student’s native tongue, and students are not actively encouraged to use the target language in class. The teacher provides elaborate explanations of the grammatical intricacies of the target language, and often focuses on the form and inflection of words. Accuracy receives a great deal of stress. Vocabulary study takes the form of learning lists of often isolated words, and the rules of grammar provide the blueprint for putting words together. Students begin early to read classical texts, which are treated as exercises in grammatical analysis. There is little stress on the content of those texts.

The Audio-lingual Method: Grammar Translation classes lingered in the West until well into the 1970s, and the method is still used in some schools, especially in less-developed countries. However, the system began to be replaced in Western schools in the mid-1950s by a new, “scientific,” method known as Audio-lingualism. Also called the “aural-oral” method, it gets its name from the Latin roots for hearing and speaking. Audiolingualism emphasises pattern drills and conversation practice.

In the audio-lingual classroom, the teacher generally presents new material in dialogue form, and students are expected to mimic her pronunciation and intonation, which receive a great deal of emphasis. There is a great deal of stress on memorizing set phrases and over learning; learners acquire language patterns through repetitive drills. There is little grammatical explanation; the student learns grammar through analogy rather than explanation.

Audio-lingual teachers place great importance on getting students to produce error-free speech. They immediately reinforce successful speech, and quickly correct errors. They teach vocabulary through pronunciation (not the written word), and they make regular use of tapes, language labs, and visual aids. In the classroom, the teacher strongly discourages the use of the student’s mother tongue.

The Direct Method: Although these methods dominated much of language teaching, there were better alternatives available. Notable among these is the direct method, which originated in the 19th century through the work of a number of important thinkers, notably Lambert Sauveur – a Frenchman who opened a language school in Boston in 1869. His system of teaching French became known as the natural method. The direct method is an offshoot.

The basic premise of the direct method is that second language learning should be more like first language learning. The method includes lots of oral interaction and the spontaneous use of language. The teacher discourages translation between first and second languages, and puts little emphasis on the rules of grammar.

The direct method classroom was one of small, intensive classes which stressed both speech and listening comprehension. The teacher gives instruction exclusively in the target language, teaching everyday vocabulary and sentences. The teacher develops oral communication skills in a careful progression that she frequently organizes around questions-and-answer exchanges. The teacher explains new teaching points through modeling and practice.

A direct approach instructor emphasizes correct pronunciation and grammar, which she teaches inductively. She presents concrete vocabulary through demonstration, realia and pictures, for example, and teaches abstract vocabulary through association of ideas. This method was the first to catch “the attention of both language teachers and language teaching specialists, and it offered a methodology that appeared to move language teaching into a new era.”

Communicative Language Teaching: In Western countries, at least, communicative language teaching is the generally accepted norm in the field of second language teaching. It is state-of-the-art.

CLT is based on theories about language acquisition, especially those developed by Stephen Krashen. At the considerable risk of oversimplification, here is a nutshell perspective on the fit between theory and practice. Krashen suggests that learners acquire language through using it for communication. Since most learners study language to use it for communication, this discovery represents a tidy fit between what works and what learners want.

The teacher’s job is to help his students develop communicative skills by experimenting with the second language in class and beyond. In the classroom, the CL teacher creates activities which simulate communication in real-world situations. His activities emphasize learning to communicate through interaction in the target language, and generally use a mix of the four language skills – listening, speaking, reading and writing. These activities enable his learners to internalize and activate their second or foreign language.

The communicative language teacher uses authentic materials and exercises in the classroom, since this enables his students to more easily take their language learning into the real world. The teacher provides opportunities for learners not only to activate the second language, but also to better understand the learning process. He might do this, for example, by helping his learners develop strategies that will speed up the learning process.

In a well-designed lesson, his efforts work together to improve his students’ communicative competence. He has a clear sense of the thinking behind the communicative approach, and the planning cycle enables him to integrate design and procedure into a master class.