Issues with the CLT and the Curriculum Resource
Issues with the CLT approach to language teaching
According to Bax (2003, p. 278), the CLT approach has neglected the context in which language teaching takes place. Instead, Bax (2003) believes that there needs to be a context approach to language learning, which incorporates students’ attitudes and cultural expectations. This should come first above the teaching method according to Bax (2003).
The CLT approach may also not be appropriate for all English language learners. Alsed (2018, as cited in Alkhirbash, 2023, p. 1312), claims that “adopting CLT is a challenge for EFL teachers mainly because of its Western origins and that the method clashes with many local EFL contexts and cultural settings.” Alkhirbash (2023, p.1312) states that “learners, cannot achieve sociolinguistic competence,as long as the environment does not enhance communication practice in social contexts.” Bax (2003, in Alkhirbash, 2023) suggests using the Context Approach instead, which prioritises the context over the method.
Alkhirbash (2023) conducted a study on the effectiveness of the communicative approach among Saudia Arabia University teachers. He proposed that communicative language teaching is not suitable to all contexts. Alkhirbach (2023, p. 1310) found that “in the social context of teaching English as a foreign language, the low English learning outcomes at secondary school and the low motivation of learners are some of the impediments to the successful implementation of CLT.”
Alkhirbach's (2023) study involved twenty-six professors and teachers from universities in Saudia Arabia, who were interviewed regarding what the impediments were for the application of CLT. The study also investigated whether communicative competence was achievable. The results were that they found social context was a hindrance and that low English ability and motivation inhibited communicative activities.
Alkhirback (2023) also discovered that communicative competence is difficult to attain in a society with an EFL context, where the learners do not engage in interactions in real life situations. In Western countries however, there are many opportunities to have real life situations to practice the target language.
According to Alkhirbash (2023, p. 1316) “this study suggests practical and theoretical implications for stakeholders, educators, policy-makers, researchers, curriculum designers, students and instructors.” In countries such as Saudia Arabia, the EFL context needs to be considered. Real-life examples and experiences need to be brought into the classroom and a motivating learning environment created.
The activities in Gibbons' (2015) book apply to Western cultures, but may not be as effective in an EFL context.
Gibbons' (2015) book contains extensive, useful activities that promote language learning, however the book is to some degree outdated partly due to the advancement of technology. With the advent of technology, there is now a need for teachers to include a broader, multimodal perspective in communicative competence to include digital resources by utilising the internet through computers and student mobiles.
Kumaravadivelu (2002, as cited in Savignon 2006, p. 207) suggests that we need to move “beyond methods to a post method condition," in order to meet the needs of learners.
With technology a text can be both oral, written, aural and visual, that is, multimodal. New representations in multimedia such as writing, image and music all come together. Writing can be now replaced by a moving image. Technology can be used by teachers to create interactive learning experiences using platforms such as Ed Puzzle, interactive smartboards and Schoology. Students can work in a virtual space. Collaborative visual workspaces such as Miro can now be created. Students have access to more variety in content such as films, on streaming services and on the internet, where they are exposed to authentic language. Teachers can use technology such as Google Classroom to create class quizzes and language exercises, to give feedback, assessments and to monitor progress. Use of authentic content such as Youtube and TikTok can now be accessed by students, so that they hear real-world language and culture. This helps them practice their language skills.
Bezemer (2008, p. 166) states that “writing is being displaced by image as the central mode for representation.” ..digital modes. Furthermore Bezemer (2008, p. 171) says that “a mode is a socially and culturally shaped resource for making meanings…image, writing, layout, speech, moving image are examples of modes, all used in learning resources.” Bezemer (2008, p. 172 continues by stating that “medium is the substance in and through which meaning is instantiated/realised and through which meaning becomes available to others.” Mediums include print, a book, a computer screen, textbook and web-based learning resources. Bezemer (2008, p. 183) states that “readers of a text on the screen can (usually) alter the that text along the lines of their interests.”.. which changes the social context from one medium to another.
Curriculum restrictions in schools
Possible problems with using the resource are restrictions in class teacher time, staff, resources and the necessity of teaching curriculum outcomes. The new NSW Mathematics K-10 (2023) and English K-10 syllabuses (2023), have extensive content that teachers are required to cover. Regular classroom teachers, without the support of an EAL/D teacher, have limited time to use the activities suggested by Gibbons (2015) in the classroom. The curriculum is also driven by assessment, accountability for student achievement and the necessity for learners to pass tests. Teachers often feel that the quality of their teaching is dependent on high student achievement, which is reflected in students' assessment results.
As a teacher in a NSW Department of Education primary school, there are restrictions on what and to a large extent how language is taught. NSW Department of Education Curriculum contains learning objectives, outcomes and indicators, which teachers need to adhere to when teaching. Individual schools also have their own way of planning and programming. Teachers have to abide by the principal's, executive teachers and Stage supervisors guidelines, for teaching methods and the content of their lessons. There is some scope for changing content however, as for example teachers can include extra texts and activities, such as the activities in Gibbons' (2015) book, but this is limited by restricted time and resources.
The activities from Gibbons' (2015) book are more suitable to either small withdrawal groups, or to team teaching between an EAL/D teacher and the classroom teacher. At my school, the EAL/D mainly uses the suggested activities in small withdrawal groups, due to these reasons. Gibbons (2015) does acknowledge that sometimes EAL/D students will need to be withdrawn in small groups for intensive language instruction.
The NSW Department of Education provides information for how teachers need to provide support to EAL/D students in the school. In the NSW Department of Education EAL/D advice document (2020, p. 22) it states, "organising effective EAL/D student support in schools involves a whole school approach." Furthermore, "EAL/D student support is most effective as an integral part of the whole school plan, with EAL/D teachers working in collaboration with class teachers and other specialist teachers to support EAL/D students." The way this support operates will vary between schools depending on the number of EAL/D students and their English language needs.
The NSW Department of Education EAL/D advice for schools document endorses Gibbons' (2009) ideas for teachers on planning for language learning for EAL/D students in their classes. The NSW Department of Education EAL/D advice for schools document (2020, p. 49) describes how Gibbons (2009), "explains how good readers draw on culturally acquired knowledge when comprehending written language and asks teachers to consider the difficulties that arise for EAL/D students who do not have the same cultural or world knowledge as the writer of the text."
The NSW Department of Education, EAL/D advice for schools document (2020, p. 22) refers to Gibbons expertise on EAL/D teaching, "Gibbons (2002) suggests that teachers should ask the following questions to form the basis of planning that integrates second language and curriculum learning:
- What are the language demands of the curriculum?
- What do children currently know about language, and what are their language learning needs?
These questions help teachers identify the language demands of a particular area of study and to determine what language students would need to know in order to participate in learning that curriculum topic."
NSW Department of Education. (2023). NSW English K-10 curriculum.
NSW Department of Education. (2023). NSW Mathematics K-10 curriculum.
NSW Department of Education. (2020). EAL/D advice for schools.
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