Speaker
Description
This presentation seeks to equip attendees with the skills necessary to train pre-service teachers in communicative language teaching (CLT) approaches, particularly in contexts where learners have had limited exposure CLT-lessons. As grammar-translation approaches remain commonplace in various contexts, a particular challenge for pre-service teachers is acquiring the skills and knowledge necessary to teach CLT lessons. Attendees will be introduced to reflective activities, teaching demonstrations, and analytical tasks to better train teachers in implementing CLT approaches.
Abstract section 2: Contribution/research questions
This practice-oriented session seeks to equip attendees with the skills necessary to effectively train pre-service learners in CLT approaches. It aims to be practical in nature, while underscoring the fundamental importance of instilling a core understanding of, and the skills necessary to competently make use of, CLT principles.
Abstract section 4: Outcomes/results
Attendees will develop an understanding of the challenges they are likely to face training teachers in CLT approaches. They will understand what types of tasks to make use of, as well as how to structure such tasks within programs, to overcome such challenges and aid learners in developing the practical skills necessary to teach CLT-lessons. Attendees will also have the opportunity to discuss and reflect upon how such activities can be adapted to their specific teaching contexts.
Abstract section 3: Content/method
I begin by setting out the specific context in which I have trained pre-service teachers in Japan, and outlining the various challenges attendees might face in promoting the development of an understanding of CLT principles. I then detail some of the specific tasks and activities (e.g., reflective activities, teaching demonstrations, critical analysis of teaching approaches) I have used to help learners understand and develop competence in creating CLT-based lessons.
Abstract section 1: Relevance
Communicative language teaching (CLT) approaches remain dominant in SLA literature. However, in various teaching contexts, particularly in Japanese high schools, they are rarely employed, as traditional, grammar-translation methods continue to dominate (Smith, 2025). Even as some pre-service teachers have had limited exposure to CLT lessons as learners, without development of a core understanding of the fundamental principles, justifications, and skills associated with CLT, teaching such lessons can remaining challenging for many instructors. This often results on an overreliance on the familiar, traditional approaches pre-service teachers primarily experienced as language learners.
Abstract section 5: References
Smith, C. (2025). Challenges in English Language Education in Japan: Policy vs. Practice. European Journal of Education and Pedagogy, 6(2), 53-63. https://doi.org/10.24018/ejedu.2025.6.2.912
| Title | Training Teachers in CLT Instructional Approaches |
|---|---|
| Teaching Context | College and university education |