Professor Jack C. Richards - Communicative language teaching

Main ideas and concepts

• Purpose of the talk: Introduces Communicative Language Teaching (CLT), traces its evolution since the 1970s, and explains how it continues to influence language teaching today.
• Problem of definition: Teachers often claim to use CLT, but when asked what it means, their answers vary (e.g., conversation-focused, reduced grammar, or open-ended discussion).
• Core definition of CLT: CLT is described as a set of principles covering:
  • Goals of language teaching
  • Assumptions about how learners learn
  • Best types of classroom activities to facilitate learning
  • Roles of teachers and learners

CLT’s learning goals: Communicative competence

• Primary goal: Teach communicative competence rather than only linguistic/grammatical competence.

• Linguistic competence (contrasted):

  • Focuses on producing grammatically correct sentences
  • Emphasizes sentence formation, not real communication

• Communicative competence (dimensions described):

  • Use language for different purposes and functions
  • Adjust language to context, interlocutors, and formality level (formal vs. informal speech styles)
  • Support cross-cultural communication
  • Produce different types of texts (e.g., narratives, reports, interviews, conversations)
  • Maintain communication despite limitations in proficiency using communication strategies

• Understanding second language learning processes in CLT includes:

  • Interaction between learners and language users
  • Collaborative creation of meaning
  • Meaningful, purposeful interaction (including negotiation of meaning)
  • Learning through feedback
  • Noticing and attention to language input; incorporating new forms
  • Trying out and experimenting with different ways of saying things

Classroom shifts promoted by CLT (especially at its start)

• Movement away from traditional grammar mastery:

  • Less emphasis on:
    • Memorization
    • Dialogues
    • Drills
    • Controlled accuracy practice

• Shift toward communication-oriented activities:

  • More peer work
  • Role plays
  • Group work
  • Project work

• Accuracy vs. fluency:

  • Implies movement from accuracy-based activities toward fluency/communication-based ones.

• New classroom roles:

  • Learners:
    • Participate in group/pair activities
    • Listen to peers (not only the teacher)
    • Take more responsibility for their own learning
  • Teachers:
    • Act as facilitators/monitors
    • Shift away from being the sole model of correct speech/writing
    • Reframe the role of learner errors as part of learning/facilitation

• Broader historical influence:

  • Under CLT’s influence, grammar-based methodologies (e.g., Audio-Lingual Method/ALM) gave way to more functional and skill-based teaching.
  • Drilling and strict accuracy practice were replaced with interactive small-group work.

Influence and evolution over time

• 1970s–1980s impact: Enthusiasm led institutions worldwide to rethink:

  • Syllabuses
  • Classroom practices
  • Teaching materials

• 1990s onward: CLT became widely implemented.

• Reason CLT keeps evolving today: It’s grounded in general principles related to communicative competence, so it adapts as understanding of second language learning changes.

• No single “current CLT” set of practices: Current approaches:

  • Apply generally agreed principles differently depending on context, learner age, level, and learning goals
  • Draw on multiple educational traditions, including some references to older approaches

Detailed list of typical CLT classroom characteristics and instructional methods

• Link grammar development to communication

  • Grammar is not taught in isolation
  • Grammar often emerges from communicative tasks
  • Students may:
    • Complete a task
    • Then reflect on linguistic features of their performance

• Use interaction and negotiation as central activity goals

  • Include activities requiring communication, interaction, and negotiation of meaning, such as:
    • Problem-solving activities
    • Information-sharing
    • Role-play
    • Task-based activities
  • Support both inductive and deductive learning of grammar

• Use learner-relevant content

  • Content connects to students’ lives and interests
  • Materials allow personalization (applying learning to students’ own experiences)

• Use authentic materials/texts

  • Rely on authentic texts and sources as language models
  • The internet is highlighted as a rich source for materials

• Different syllabus routes within communicative orientation

  • Different pathways are used to develop communicative competence

CLT phases (as described)

• Early phase (initial emphasis):

  • Create syllabuses and teaching approaches aligned with early communicative competence views
  • Organize syllabuses using functions and notions, not only grammatical structures

• Next phase (needs-based emphasis):

  • Identify learners’ communicative needs
  • Make needs analysis an essential component

• Another parallel emphasis (activity-based implementation):

  • Focus on suitable classroom activities for CLT:
    • Group work
    • Task work
    • Information gap activities

Lesson conveyed (overall takeaway)

CLT is best understood as a flexible set of principles aimed at building communicative competence through meaningful interaction, with classroom practice adapted to context and continuing to evolve as research and understanding develop.

Speakers / sources featured

• Professor Jack C. Richards (implied speaker; video title)