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Relevant bibliographies by topics / Communicative language teaching approach

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Academic literature on the topic 'Communicative language teaching approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Communicative language teaching approach"

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ГРИЦЯК, Леся. "Communicative language teaching." EUROPEAN HUMANITIES STUDIES: State and Society 3, no. II (November 30, 2019): 60–73. http://dx.doi.org/10.38014/ehs-ss.2019.3-ii.05.

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The article deals with the actualization of the communicative approach in teaching foreign languages. Special attention is paid to the language as an instrument of intercultural business communication.

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Mammadova, S. "Communicative Language Teaching." Bulletin of Science and Practice 5, no. 12 (November 15, 2019): 393–96. http://dx.doi.org/10.33619/2414-2948/49/48.

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The purpose of this article is to provide an introduction to communicative language teaching (CLT) and to describe methodological principles that facilitate the language learning process. CLT furthermore takes a pragmatic or performance-based approach to learning. Its goal is to promote the development of real-life language skills by engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. CLT methodologies embrace an eclectic approach to teaching, which means they borrow teaching practices from a wide array of methods that have been found effective and that are in accordance with principles of learning as suggested by research findings in research in SLA and cognitive psychology. Its open-ended or principle-based approach allows for a great deal of flexibility, which makes it adaptable to many individual programmatic and learner needs and goals.

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Geyer, Naomi. "Japanese language teaching: a communicative approach." International Journal of Bilingual Education and Bilingualism 13, no. 6 (November 2010): 739–41. http://dx.doi.org/10.1080/13670050903429329.

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Karapetyan, Karo. "Communicative Approach to Foreign Language Teaching." Armenian Folia Anglistika 1, no. 1-2 (1) (October 17, 2005): 95–98. http://dx.doi.org/10.46991/afa/2005.1.1-2.095.

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The use of the Communicative Approach to foreign language teaching has been in the center of methodological discussions since the 1960s. This can be explained by the active development of myriad international relations (economic, political, scientific, etc.). Research suggests that the communicative approach of teaching can be ensured through the identification of sociolinguistic factors: The article provides various approaches of the use of the communicative method in teaching.

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Sitosanova, Ol'ga. "COMMUNICATIVE APPROACH IN FOREIGN LANGUAGE TEACHING." Modern Technologies and Scientific and Technological Progress 1, no. 1 (May 17, 2021): 367–68. http://dx.doi.org/10.36629/2686-9896-2021-1-1-367-368.

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Darmawan, A. A. Dewi, Mashuri, and S. M. Setiana. "Teaching Speaking with Communicative Language Teaching (CLT) Approach." Journal of Physics: Conference Series 1477 (March 2020): 042017. http://dx.doi.org/10.1088/1742-6596/1477/4/042017.

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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.

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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.

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Narang, Vaishna. "Communicative grammar and the communicative approach to language teaching." ITL - International Journal of Applied Linguistics 66 (January 1, 1985): 91–112. http://dx.doi.org/10.1075/itl.66.06nar.

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KOLUMBÁN, Kinga. "COMMUNICATIVE TASKS IN TEACHING MILITARY ENGLISH." Review of the Air Force Academy 18, no. 2 (January 22, 2021): 63–72. http://dx.doi.org/10.19062/1842-9238.2020.18.2.7.

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Teaching English through genuine interaction in the target language has represented the trademark of communicative language learning, applied in most classrooms around the world. This approach has generated a shift from the perception of language as a system to the focus on more contextual and meaning-related features of language use. Such aspects are in perfect accordance with the needs of military professionals who use English in specific situations. This study explores some of the possibilities of applying the principles of this efficient approach in learning military English with classes of all levels.

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Murotjonovich Usmonov, Giyosiddin, and Sherzod Khursanalievich Shadmanov. "THE ROLE OF COMUNICATIVE LANGUAGE TEACHING(CLT) AND SITUATIONAL LANGUAGE TEACHING (SLT) IN LANGUAGE TEACHING AND LEARNING." SCIENTIFIC WORK 59, no. 10 (November 6, 2020): 34–35. http://dx.doi.org/10.36719/2663-4619/59/34-35.

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In this article the role of communicative and situational language teaching approaches is discussed. It is also discussed that different learning purposes compared with the traditional language teaching and learning, for example, Computer-aided language teaching and learning is both a big challenge and also a benefit to educators, as well as to communicative language teaching and situational language teaching. Key words: Communicative Language Teaching, Situational Language Teaching, approach, linguistic competence, communicative proficiency, specific interaction, language-speaking environment and situations

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Dissertations / Theses on the topic "Communicative language teaching approach"

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Alsaghiar, Ahmed Ali. "IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076.

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Melrose, Robin. "A systemic-functional approach to communicative course design in English language teaching." Thesis, University of South Wales, 1988. https://pure.southwales.ac.uk/en/studentthesis/a-systemicfunctional-approach-to-communicative-course-design-in-english-language-teaching(a8d3ab28-e603-4c4d-b6c5-aba7ad3e8113).html.

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The communicative syllabus in English language teaching was developed in the 1970's as a reaction against the prevailing structuralist method, Inspired by the growing interest in semantics and speech acts, communicative syllabus designers saw language in terms of the meanings speakers need to express, that is, the functions (speech acts) and notions (semantic categories) of language. It is the contention of this thesis that the language taught in a functional notional course may be meaningful, but it is not in any real sense communicative. The aim of the thesis, therefore, is to develop a new approach to communicative course design, through the application of the most communicative linguistic model, systemic-functional grammar. The thesis begins by examining the theoretical background to the functional-notional syllabus, and its principles; it then discusses a criticism of the approach - that too little attention is paid to social factors and discourse structure constraints - and states its aim: to construct a linguistic model that can generate a communicative course sensitive to such factors and constraints. After the models of four systemic linguists have been examined, the thesis sets forth a new systemic model, capable of motivating a communicative course on the basis of social factors and discourse strategies. Part of a functional-notional coursebook is then analysed to determine the communicative value of the dialogues and exercises, following which a new, topical-interactional, approach is proposed, emphasising both the social ('topical') and discourse strategies ('interactional'). This approach is then illustrated with two units containing dialogues and exercises. This research contributes to both language teaching and systemic functional grammar. It presents an approach to communicative course design that incorporates the teaching of meaning negotiation skills: and it offers a systemic model that analyses social system choices and treats discourse as dynamic process.

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Raharjo, Irawati, and n/a. "Teaching Indonesian as a foreign language in the A.C.T using the communicative approach." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061107.091143.

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For some years now, linguists have been developing methods of teaching second language learners to communicate effectively in the foreign language, concentrating on methods of developing skills in oral communication. Although there are many factors in Australia which would favour the introduction of Communicative Language Teaching for Indonesian - such as well-equipped classrooms and small class sizes - the Communicative Approach to teaching does not appear to have been fully developed. This is partly because of the lack of communicatively-based textbooks and teaching materials. The aim of this study is to suggest some ways in which Australian teachers could adapt the currently available materials and textbooks for use in communicative teaching of Indonesian, and also to propose methods of assessing students' communicative abilities. Chapter One describes the background to the study, and defines its aims, its scope and the research method used. Chapter Two looks at the teaching of Indonesian in the A.C.T., concentrating on the equipment and textbooks which are available. Some of the problems of teaching and assessment are also outlined. The discussion of Communicative Language Teaching in Chapter Three covers the development of language teaching methodology in general terms. A description and analysis of my research conducted on students and teachers of Indonesian in the A.C.T. is included in Chapter Four. The last two chapters contain a presentation of possible teaching materials and methods of introducing communicative activities (Chapter Five), and possible ways of assessing communicative activities (Chapter Six). Some of the problems of the Communicative Approach are also discussed. This Study Report is intended only to suggest some ways of introducing communicative activities into A.C.T. classrooms in the waiting period before new textbooks and materials, hopefully based on the Communicative Approach, become available.

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Mohamed, Saleh Hassan. "The communicative approach in language teaching and its implications for syllabus design in Libya." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341757.

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Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.

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Increasing development of the relationship between Vietnam and other countries has resulted in a great demand for English language teaching (ELT) throughout the country. The need is ever greater for a considerable number of people who can use English effectively in their work. However, at present ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact that even after five years of training, students frequently remain deficient in the ability to actually use the language, to understand its use in normal communication, and to carry out their teaching adequately afterwards. That existing situation demands a critical look at ELT in all institutions to work out suitable materials and methods to be used in the Vietnamese setting. This work has been undertaken as an exploratory study of this problem. To provide a context for the study, the background to ELT in Vietnam is reviewed. Following it is a detailed description of different approaches used in ELT with reference to the teaching and learning situations in Vietnam. Special emphasis is placed on the differences between conventional approaches and the currently influential one - the Communicative Approach. A detailed comparison is made between two lessons taken from structuralbased and functional/notional-based textbooks representing two distinct approaches. This comparison will be examined from the methodological point of view, investigating, for example, how language is treated in the two approaches, how different types of activities are used, and the role of teacher and learner in the two approaches in order to highlight a possible fresh approach for Vietnamese coursebook designers, teachers and learners in ELT. A sample lesson based on the Communicative Approach is finally provided to assist any attempts to teach and learn English communicatively. It is hoped that this survey will contribute to reducing the existing problem of inadequate communicative competence in Vietnamese learners.

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Siahaan, Rosemary, and n/a. "Teachers' perceptions of the communicative language teaching approach in a teacher training program in Indonesia." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061108.154518.

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This study investigated the perceptions of teachers of the Junior High and the Senior High Schools on the Communicative Language Teaching ( CLT ) in Irian Jaya province, Indonesia. Forty- six participants were involved in this study, i.e., twenty JHS teachers, twehty SHS teachers, four headmasters and two supervisors. Three instruments: questionnaire, interview and field study were employed to collect the data. Interviews and field study were carried out by the researcher in Indonesia. Spearman's rho was used to correlate answers about teaching principles of CLT and chi-square tests were used to examine responses on the relevance of subjects and the influence of the course on professional knowledge and teaching skills. The participants' opinion on the most and the least useful units was discussed based on the calculated frequency. The problems faced by the participants in implementing CLT were analyzed. The benefits of CLT were analysed and categorized into positive and negative points. Results indicated that both teaching levels have positive perceptions on CLT. Both groups showed an overall similarity in problems faced in their teaching, on the usefulness and the relevance of units presented in the Teacher Training despite some minor differences. It is argued that it is necessary for the teachers to give consideration to the teaching of vocabulary. It is also desirable to train the teachers to design tests which are valid and reliable.

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Valfridsson, Rebecca. "Teachers ́ perceptions and enactment of the communicative classroom : A qualitative study of four teachers ́ attitudes towards communicative language teaching at upper secondary schools in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93675.

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The Swedish syllabus for English promotes a communicative approach to language teaching, but does not offer concrete guidelines regarding how a communicative classroom should be enacted. This leaves a great deal of interpretation up to each individual teacher. The purpose of this study is to observe and understand how teachers at upper secondary schools in Sweden perceive and enact the communitive guidelines stipulated by the syllabus for English. This qualitative study is based on classroom observations combined with semi-structured interviews with four teachers of English at upper secondary schools in Sweden. The findings reveal that the teachers use a range of strategies when enacting their communicative classroom. However, the most significant finding is that there is considerable focus on meaning rather than form across all of the four participants. This suggests that the teachers perceive communicative language teaching largely in terms of a natural approach, where the learning of form happens by itself as long as the target language is used in an anxiety-free classroom environment. Furthermore, corrective feedback on language form is perceived as potentially harmful for the pupils’ willingness to communicate in English, and hence it is largely avoided. Since the latest research in the field of communicative language teaching has restored the significance of form, there is a need for teachers of English to develop strategies that are a hybrid of both meaning- and form-focused activities in order to successfully accomplish all facets of communicative language teaching. The syllabus for English should offer clearer guidelines to support teachers in this endeavour.

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Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.

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This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number of aspects. The use of the mother tongue in EFL classes has proved to generate more harm than good. In the very framework, it has also been revealed that Communicative Language Teaching (CLT) has not been at the level of the expected outcome. Two CLT principal principles, focus on meaning to the detriment of form, and prioritizing oral fluency over written proficiency, as well as certain constraints, mainly the severe lack of instructional materials and large classes have intervened with its successful implementation in EFL classes. An added factor related to teaching methodology is the quasi‐absence of theoretical teaching as a prerequisite for the success of specific learning activities.Accordingly, exposing learners profusely to English in various ways inside and outside the classroom, adopting an only‐English eclectic approach to teaching the language, and combining theoretical instruction with practical teaching can considerably contribute to surmounting the students' learning difficulties, and hence to the achievement of their communicative competence.

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Ho, Lai-kuen Angela, and 何麗娟. "The communicative approach in the Hong Kong context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949046.

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Lloyd, Mair Elizabeth. "Living Latin : exploring a communicative approach to Latin teaching through a sociocultural perspective on language learning." Thesis, Open University, 2017. http://oro.open.ac.uk/48886/.

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This study is motivated by the search for new practices to enhance the teaching of ab initio Latin in UK universities. It arises out of a perception that traditional methods leave some students failing to achieve course aims, their own study goals, and, in the longer term, struggling to read Latin texts with understanding and engagement. At the outset of this research, there was little recent information on Latin pedagogy in UK universities or on student opinions on provision. Some scholarship expressed dissatisfaction with the quality of Latin reading skills attained, but little work had been done on defining the nature of desirable skills or in exploring how they might be attained or investigated. This study instigates progress in all these areas. To advance understanding of how Latin learning takes place and to investigate the potential benefits of existing conceptual and pedagogical frameworks, this study draws on modern language learning theories and teaching practices and explores the application of Vygotskian sociocultural theory to learning events taking place under a communicative teaching approach. Research methods were selected pragmatically, with quantitative methods deployed to obtain a comprehensive snapshot of current practice in UK universities, while the more complex areas of learning events and perceived benefits were investigated through a combination of participant observation, interviews and innovative reading and drawing exercises. The findings confirm that traditional ab initio Latin teaching approaches are not well-aligned with learners’ goals, establish the value of taking a broader approach to pedagogy and provide new ways of defining and investigating Latin reading skills. This research has the potential to enhance Latin pedagogy in UK universities and other institutions. It makes a seminal contribution to applying language learning theories to Latin and suggests innovative methods for aligning students’ needs and expectations with their learning experience.

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Books on the topic "Communicative language teaching approach"

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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Keith, Johnson, ed. The communicative approach to language teaching. Oxford: Oxford University Press, 1987.

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Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Brumfit, C. J. The communicative approach to language teaching. Oxford: Oxford University Press, 1986.

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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.

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The communicative approach to language teaching: Theoretical limits. New Delhi: Reliance Pub. House, 1989.

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The communicative syllabus: A systemic-functional approach to language teaching. London: Pinter Publishers, 1991.

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Uematsu, Akane. Exploring ways of using IT in a communicative language teaching approach. Birmingham: University of Birmingham, 2000.

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The communicative syllabus: A systemic-functional approachto language teaching. London: Pinter, 1991.

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Mohamed, Saleh Hassan. The communicative approach to language teaching and its implications for syllabus design in Libya. Norwich: University of East Anglia, 1987.

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Book chapters on the topic "Communicative language teaching approach"

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Berns, Margie. "Functionally Based Communicative Approaches to Language Teaching." In Contexts of Competence, 105–69. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4757-9838-8_5.

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Keßler, Jörg-U., and Mathias Liebner. "Diagnosing L2-English in the communicative EFL Classroom." In Processability Approaches to Language Acquisition Research & Teaching, 193–206. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/palart.5.09lie.

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Piechurska-Kuciel, Ewa. "Willingness to Communicate in a Foreign Language: Evidence from Those Who Approach and Those Who Avoid L2 Communication." In Second Language Learning and Teaching, 145–59. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08353-7_10.

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Gallagher, H. Colin, and Nourollah Zarrinabadi. "The Opportunity to Communicate: A Social Network Approach to L2 WTC and Classroom-Based Research." In Second Language Learning and Teaching, 199–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67634-6_10.

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Usó-Juan, Esther, and Alicia Martínez-Flor. "Approaches to language learning and teaching: Towards acquiring communicative competence through the four skills." In Studies on Language Acquisition, 3–28. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197778.1.3.

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Berns, Margie. "Communicative Language Teaching." In Contexts of Competence, 79–104. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4757-9838-8_4.

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Jaidev, Radhika, and Brad Blackstone. "Facilitating Workplace Communicative Competence." In English Language Teaching Today, 293–307. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_20.

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Teaching of language – I (communicative English)." In Language Education, 103–27. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-6.

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Curtis, Andy. "Communicative Language Teaching in Context." In Methods and Methodologies for Language Teaching, 73–102. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5_4.

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VanPatten, Bill. "Communicative classrooms, processing instruction, and pedagogical norms." In Language Learning & Language Teaching, 105–18. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.08van.

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Conference papers on the topic "Communicative language teaching approach"

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Khodakovska, O. "RELEVANRELEVANCE OF COMMUNICATIVE APPROACH TO FOREIGN LANGUAGE TEACHINGCE OF COMMUNICATIVE APPROACH TO FOREIGN LANGUAGE TEACHING." In DÉBATS SCIENTIFIQUES ET ORIENTATIONS PROSPECTIVES DU DÉVELOPPEMENT SCIENTIFIQUE. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-05.02.2021.v4.42.

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Stoica, Diana. "A NEW APPROACH IN TEACHING ROMANIAN AS A FOREIGN LANGUAGE � COMMUNICATIVE LANGUAGE TEACHING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.002.

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Mitrofanova, Irina I., and Yulia N. Ebzeeva. "The Communicative-Ethnographic Approach in Teaching Foreign Language and Culture." In Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.58.

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Zou, Xing. "The ecological approach to Communicative Language Teaching (CLT) in Chinese universities." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6014406.

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Popova, N. V. "Constraints Of Communicative Approach To Language Teaching In Russian Tertiary Education." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.142.

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Sanmuganathan, Kiddinapillai. "The Role of Grammar in the Communicative Approach to Second Language Teaching." In International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/educationconf.2019.03.112.

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Sanmuganathan, Dr Kiddinapillai. "The Role of Grammar in the Communicative Approach to Second Language Teaching." In The International Conference on Research in Psychology. Acavent, 2019. http://dx.doi.org/10.33422/icrpconf.2019.03.138.

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Jiwandana, Akhmad, Abdul Zaid, and Imam Bahroni. "An Application of Arabic Language Teaching for Senior High Scholl: Communicative Approach." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289480.

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Tretyak, G., and A. Turdeeva. "COGNITIVE AND COMMUNICATIVE APPROACH TO FOREIGN LANGUAGES TEACHING." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-207-210.

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Syahrial. "Model of English Teaching Materials for Police with Communicative and Task-based Learning Approaches." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217403100317.

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Reports on the topic "Communicative language teaching approach"

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Abstract:

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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