clt-cbi-tlbt education standard purposes

clt-cbi-tlbt

1. Communicative Language Teaching (CLT) Content Based Instruction/ESP/EAP Task Based Language Teaching (TBLT) Prepared by: Reian  J. Lao

2. What is Communicative Language Teaching? Approach : CLT is an approach to language teaching that emphasizes communication as the goal of learning. Focus more on real meaning. Examples: What is your favorite food? What makes you laugh? What is your memorable moment? Stimulates meaningful communication Skills Student-centered Communicate in the target language with an enhanced focus on real-life situations.

3. Key Features Lessons have communicative aims Lesson aims              Practice and develop              Teacher acts as a facilitator in the learning process. Facilitator Fluency and accuracy practice Interact to communicate meaning

4. Activities used in Communicative Language Teaching: Pair and Group Work : Learners work together to complete tasks or solve problems. Role-plays and Simulations : Acting out scenarios to practice language in context. Information Gap Activities : Activities where learners need to communicate to obtain missing information. Games and Problem-Solving Tasks : Using language in fun and engaging ways to solve problems or complete challenges.

5. Conclusions:  This Communicative approach or Communicative language teaching (CLT) focuses or highlights the importance of real communication for learning to takes place.

6. What is Content Based Instruction? Definition : CBI is an approach to language teaching where language is taught through content or subject matter. It is a language learning approach that connects language acquisition with meaningful, real-world content.

7. Key Features: Integration- language skills are developed through learning content from other academic subjects. (e.g., Science,History) Language as a tool -Language is used as a medium to learn academic content. Real-world relevance -Focuses on topics and materials that are relevant to learners.

8. Teacher’s Role A good language Teacher Knowledgeable in a subject matter Be able to draw out that knowledge from students. Student’s Role Willing to explore alternative learning strategies and sources of content. Active interpreters of input. Support each other and become autonomous. 

9. Example Activities of CBI: Reading and discussing articles on scientific discoveries. Writing reports or summaries on historical events. Presenting findings from research projects in English.

10. English for Specific Purposes (ESP): Purpose: Teaches English for specific professions or tasks. Context: Used in workplaces or vocational training. Skills: Focuses on job-related language skills. Examples: Teaching English to nurses, engineers, pilots. English for Academic Purposes (EAP): Purpose: Prepares students for university or academic study. Context: Used in educational settings. Skills: Focuses on academic language skills like writing essays and giving presentations. Examples: Teaching English to international students preparing for university courses. In essence, ESP is for specific careers, while EAP is for academic study.

11. Conclusions:  CBI approach mirrors how we naturally learn languages in everyday life—by using language to communicate about things that matter to us. Whether preparing for academic studies, professional development, travel, or simply improving communication skills, CBI helps learners connect language learning directly to real-life situations and interests.

12. What is Task-Based Language Teaching? Approach : TBLT is an approach to language teaching that focuses on the use of meaningful tasks as the basis for language learning activities. Goal : The primary goal is for learners to complete tasks using the target language in authentic, real-world contexts.

13. Methods Used in TBLT: Task Design : Creating tasks that require learners to use language meaningfully. Pre-task Preparation : Providing necessary language input and skills training before task performance. Task Performance : Learners engage in completing the task, using language to achieve the task goal. Task Evaluation and Feedback : Assessing task completion and providing feedback on language use.

14. Key Features of TBLT: Authenticity : Tasks are designed to mirror real-life language use and situations. Communication : Emphasizes using language to accomplish tasks and goals. Language Skills Integration : Develops multiple language skills (listening, speaking, reading, writing) through task completion. Problem-Solving : Encourages learners to use language creatively to solve problems or achieve objectives. Task Sequencing : Tasks are sequenced to gradually increase in complexity and linguistic challenge.

15. Teacher Role: Teachers guide and design tasks.  Learners Role: Students actively participate, collaborate and use language to achieve goals.

16. Conclusions: Task-Based Language Teaching (TBLT) emphasizes learning through meaningful tasks that require learners to use language in authentic ways. By focusing on communication and problem-solving, TBLT aims to develop practical language skills that are applicable in real-life contexts. This approach promotes learner engagement, enhances language acquisition, and fosters critical thinking skills, preparing learners to effectively use language in diverse situations.