Introducing CLT While Avoiding Classroom Culture Shock

Marla Yoshida

Principles of CLT (Review)

• We teach lessons that are student centered.• We create opportunities for students to use

English actively to communicate and express their own ideas.

• We create context for language use.• We help students reach beyond their comfort

zone--to stretch their abilities and sometimes make mistakes.

• We speak English as much as possible.

Do you agree or disagree?

1. CLT is an effective way of teaching English.

2. Students will enjoy doing pair and group work and will participate eagerly.

3. Some teachers might not want to try using CLT.

Introducing CLT doesn’t always go smoothly…It’s been three days since I started my teaching at high

school in Korea. But I’m still confused about what to

teach and how to teach. In fact, I was given a textbook

from the school and it’s mostly focused in reading and

grammar, which wasn’t much different from what I

learned when I was in high school. So I tried using more

interaction and authentic materials in my lesson. For

example, I used a pop song related to the topic,

avoided explaining grammar points explicitly, and

demanded the students’ participation and so on.

Introducing CLT doesn’t always go smoothly…However, it turned out to be not quite successful. Lots

of students in my class were sleeping and they didn’t

look excited. So I just thought that it’s because they

didn’t get used to my class yet and it would get better

soon. But today after class one student came to me

and told me the other students’ opinions. It was

shocking. He said that they thought there’s nothing to

learn from me and so they went to sleep. And he also

said I didn’t teach the text in a systematic way such as

absolute translation and grammar.

Introducing CLT doesn’t always go smoothly… Of course, I explained to him what I tried to do—using more interaction and developing communicative competence—but he didn’t look like he understood me. How could the students get stuck on the very old concept of English lesson? Even though I told him that I appreciated his honest opinion and I would try to adjust my teaching style, I felt really frustrated and depressed. I really hate teaching only grammar analysis and translation in my class. I did love studying syntax when I was in college, but I believe Grammar Translation Method wouldn’t do any good to students. It will make students hate learning English. I’m looking forward to your wise advice. Thank you so much for hearing me.

CLT: Before and after• The teacher does most of the talking, mostly

in L1.The teacher does much less talking, mostly in L2.

• There’s lots of translation.

• The students don’t have to produce much English. They don’t have to think deeply.

• Grammar is taught entirely in the L1.

• English is something students learn about.

There’s much less translation.

Grammar is taught in many ways.

English is something students learn to use.

The students produce a lot of English. They have to think creatively.

CLT: Before and after• This is the way language teaching has always

been done for generations. It has the aura of authenticity. It seems like “real teaching.”

This way is new and strange. It makes people uncomfortable and suspicious. It doesn’t seem like “real teaching.”

If we jump in too quickly…

• Students resist change.• They’re confused. This doesn’t

seem like “real” language learning.

• The teacher feels uncomfortable and off-balance.

• The possible result: Dissatisfaction, chaos, and wild behavior.

Cliffs

How can we avoid….

Classroom culture shock?

CLT will work if you have a plan.

• Don’t make a change too suddenly.• Tell the students what you’re doing and why.• Don’t treat communicative activities as “just fun.” • Start by speaking more English in class.• Introduce CLT first during guided practice.

Gradually add freer, more communicative activities.

• Not every part of your lesson has to be communicative. It’s fine to keep some aspects of the old way IF they’re working well for you.

Use classroom English

• Introduce it right from the start, step-by-step.• Prepare a list of expressions.• Introduce only a few at a time. Review and

practice every day.• Remind students to use English during class.• Praise students for using English in class.

Use scaffolding

A hopeful story…We have just started the second term today after 3 days break. At the last lesson in the first term, I asked them to answer my survey.

This is the second time and I compared June and September. I was surprised that their attitude changed positively.  I am so glad.

I can see some points….

1. They got to like English more than before. How important this is! And it made me happy. However, I can't miss the fact that about 5 students are losing their interest, on the other hand.

2. They got to be able to understand "Teacher Talk" gradually.  I think they are getting used to our English.  Keeping on using English in the classroom enhanced their listening skill.

3. English is communication. They got to like pair work or group work. They like interactions and they can study and learn from each other. Not only that, they are happy when they can know their friends' information more.

They are changing little by little. When I look back on

my lesson, I can notice that their changes reflect on

my lessons. They slightly changed because I have

told the importance of the work and am leading to

the goal I made by repeating the same things. (Again,

this is also the same as coaching soccer!!) Of course

they are positive because of the entrance

examination of high school. Anyway, I feel the great

power to ask students’ opinions. They sometimes

make me sad, but anyway, I want to give better

lessons for them!! 

What if people around you resist?

• If you work with teachers or administrators who aren’t used to CLT, there may be misunderstanding and resistance to changing the way English is taught.

• When objections come up, be ready with your answers!

What advice would you give the teacher who wrote the letter we read earlier?

In conclusion…• Have high expectations of your students and

yourself.• Stay flexible. Sometimes you need to adapt

your planned lesson as you go along. • Trust yourself. Be patient and don’t give up.

The transition isn’t always easy, but it will be worth it.

You can do it!