Reading Sandra Savignon's Communicative Language Teaching for the Twenty-First Century has clarified and highlighted a number of important points for me. As I address the reading questions, these points will become clear.
a. What are the limitations of the terms “passive/active” or “receptive/productive” as Savignon sees it?
Savignon argues that the terms passive/active or receptive/productive do not accurately capture the nature of the skills of listening, speaking, reading, and writing. Specifically, they do not adequately reflect the interactive, collaborative nature of meaning making in language. Meaning making is active, participative, and interrelated. Thus, Savignon suggests using terms like "interpretation, expression, and negotiation" when referring to communication and language learning in particular.
b. What role did the Threshold Level play in the development of communicative competence?
The Threshold Level, originating in Europe, helped focus on the context of language systems, and functions necessitated by learner needs. Through this focus, a new direction was forged for language learning. LSP, or languages for specific purposes, started to grow and develop as a movement.
c. What role did Savignon herself play in its development?
Savignon, through her research, helped establish the concept of "communicative competence". This concept is basically the idea that students would authentically interact in the target language, rather than merely use the memorized dialogs from texts. This competence requires a certain amount of risk-taking and the development of strategizing.
d. At the end of page 16, Savignon states that as language teachers, we need to have an understanding of “… language learning as both an educational and political issue”. What does she mean?
d. At the end of page 16, Savignon states that as language teachers, we need to have an understanding of “… language learning as both an educational and political issue”. What does she mean?
Education and politics overlap because education, even (and especially) language education, is of concern to society. Individuals who have a stake in the selection and implementation of materials and methods for language learning include educators, learners, parents, researchers, policy makers, and community members. This connection of mutual interest makes standardizing, designing, regulating, and evaluating language programs complicated, and at many times, political.
e. What makes cultural awareness so important in language learning?
This question was especially intriguing for me. I have spent many years learning Arabic. Having lived in Egypt for 15 years, I have experienced what many learners of English as a second language experience in primarily English-speaking environments. I believe Savignon is right on target when she writes (on page 18) that "sociocultural competence requires an understanding of the social context in which language is used: the roles of the participants, the information they share, and the function of the interaction." Through my experience of learning Arabic, there were many moments when I said the wrong thing at the wrong time - even though I said it in perfect, fluent Arabic. When you are interacting in a language (and culture) not your own, it is so important to consider the situation from many points of view. It is necessary to consider the individuals with whom you are speaking, their role in society, their role in your life, and the relationship you share as well as the setting of the interaction and the cultural expectations for that particular circumstance. In fact, I believe the longer one interacts intentionally and authentically with others from other cultures, the more one must expect, circumvent, prevent, and clarify potential misunderstandings. For me, it got easier the more familiar I became with the culture. I suspect this might be true for others. Again, Savignon puts this into words on page 18 when she states "Sociocultural competence therefore includes a willingness to engage in the active negotiation of meaning along with a willingness to suspend judgement and take into consideration the possibility of cultural differences in conventions or use."
f. What does Savignon mean when she says “communicative competence is always relative”?
e. What makes cultural awareness so important in language learning?
This question was especially intriguing for me. I have spent many years learning Arabic. Having lived in Egypt for 15 years, I have experienced what many learners of English as a second language experience in primarily English-speaking environments. I believe Savignon is right on target when she writes (on page 18) that "sociocultural competence requires an understanding of the social context in which language is used: the roles of the participants, the information they share, and the function of the interaction." Through my experience of learning Arabic, there were many moments when I said the wrong thing at the wrong time - even though I said it in perfect, fluent Arabic. When you are interacting in a language (and culture) not your own, it is so important to consider the situation from many points of view. It is necessary to consider the individuals with whom you are speaking, their role in society, their role in your life, and the relationship you share as well as the setting of the interaction and the cultural expectations for that particular circumstance. In fact, I believe the longer one interacts intentionally and authentically with others from other cultures, the more one must expect, circumvent, prevent, and clarify potential misunderstandings. For me, it got easier the more familiar I became with the culture. I suspect this might be true for others. Again, Savignon puts this into words on page 18 when she states "Sociocultural competence therefore includes a willingness to engage in the active negotiation of meaning along with a willingness to suspend judgement and take into consideration the possibility of cultural differences in conventions or use."
f. What does Savignon mean when she says “communicative competence is always relative”?
You say 'potayto' and I say 'potahto'. And it's not just restricted to pronunciation. I painfully discovered this also through my experiences in Egypt. I remember when I first started working as a supervisor for English language at the private language school. I was responsible for editing teacher-created worksheets and writing tests. Of course, being an American, I would use American spellings for words like color or theater. I would also use different words or expressions with which many of the English language teachers at the school were familiar. I very quickly found out that there is not one spelling for theater and that a flashlight can also be called a torch.
Although I give examples of vocabulary or spelling, this extends into grammatical forms, request conventions, and many other aspects of language. It is not possible to know all the ways all speakers of English as a first language communicate. Also, as Savignon points out, much of the English-speaking world now did not grow up speaking English, but has an English identity of their own. I believe there is such a thing as an 'Egyptian English' in which some aspects of Arabic language and culture are detectable. It is a beautiful thing.
g. How can you explain the different reactions that teachers have, in Savignon’s opinion, to CLT? Which of the stated reactions most reflects your own?
g. How can you explain the different reactions that teachers have, in Savignon’s opinion, to CLT? Which of the stated reactions most reflects your own?
Savignon relates several reasons why some educators may feel frustrated with CLT. I have been on several sides of this discussion through my experiences in Egypt.
First, in the language school in which I was supervisor, we were using an English language curriculum, written for young ESL learners that was 'communicative'. The approach to the grammar was functional and indirect. Egyptian teachers, who learned grammar in a very systematic approach quoting rules and practicing specific forms, were intensely confused about how to teach this way and cynical about whether or not it could succeed. Parents were just as reluctant, if not more so. They would sometimes demand extra worksheets or specific styles of exercises to be assigned to the students. For our part, as an administration, we tried to apply the approach outlined in the text, while we provided very limited direct grammar instruction through worksheets.
Using the first language was also common, while not encouraged, in our classrooms. As for the English language teachers, they would rarely do this, but teachers of other subjects - like music (for whom I was also responsible), frequently relied on this strategy. The teachers were all very conscientious and concerned about the success of their students (and their own reputations) and wanted everyone to have a positive experience in the classroom. However, we made every effort to raise their awareness about research findings and training to give them tools to avoid using first language especially in language classes.
A final way I experienced CLT was through my own learning of Arabic. For the most part, I did not take formal classes or work with a tutor. I learned almost all of the language I now possess through interactions, events, conversations, in context and with the application of various communicative strategies. I am not saying this style is for everyone, however, it does match the principles of adult learning: that adults are self-directed, they have life experience and knowledge that contributes to their learning, they are goal-oriented, and they are relevancy-oriented and practical. From my perspective as a language learner, CLT is a flexible way to get learners involved, interested and engaged.
h. Summarize Savignon’s five components of language teaching by writing a sentence or two about each. Do you feel this is an accurate representation of teaching? Why or why not?
h. Summarize Savignon’s five components of language teaching by writing a sentence or two about each. Do you feel this is an accurate representation of teaching? Why or why not?
1: Language Arts: In this component, Savignon refers to the learning of specific patterns and forms of the language.
2: Language for a Purpose: Here, the focus is on content - not language. For example, I like to cook, so I'm going to participate in communication about how to make a new recipe.
3. My Language is Me: Personal English Language Use: While I speak a language other than my first language, I do not have to abandon who I am, the conventions to which I am accustomed or my values. My identity can still be evident in my new language use.
4. You Be, I'll Be: Theater Arts: Role play makes it real. I get to try out new language skills in new roles and situations in a trusting environment.
5. Beyond the Classroom: These are opportunities to apply new language in authentic situations with other speakers of the target language.
These five components reflect the main principles of adult learning. Respect and autonomy are evident in #3 and #4. Life experiences and knowledge abound in language for a purpose, my language is me, and you be, I'll be. Goal and relevancy orientations make language for a purpose and beyond the classroom quintessential activities. I would argue that these five components would provide a strong, effective framework for any language learning.
i. Divide your paper into two columns, and re-read “What CLT is Not” on page 27. As you re-read, put words that explain what CLT is on one side, and what CLT is not on the other.
i. Divide your paper into two columns, and re-read “What CLT is Not” on page 27. As you re-read, put words that explain what CLT is on one side, and what CLT is not on the other.
What CLT is not:
*just about oral communication
*limited to group or pair work
*incompatible with knowledge about rules or specific language forms
What CLT is:
*a comprehensive approach including the interpretation, expression, and negotiation of meaning in the spoken and written word
*may include both group/ pair work and individual work
*inclusive of metalinguistic knowledge
*full of activity, tasks, and discovery
*functional
*tailored to learner's needs and contexts
*an interrelated set of competences that include language structure (grammatical competence), meaning in context (discourse competence), coping strategies that enable communication despite limitations (strategic competence), and meaning making while taking into consideration cultural conventions and potential differences (sociocultural competence)
Today's featured quote: "One demonstrates grammatical competence not by stating a rule but by using a rule in the interpretation, expression, or negotiation of meaning."
So many of us forget that it's the application that matters!
