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A communicative language approach is an approach to the teaching of second languages , it is based on the idea that learning a language successfully comes through oral interactions and real-life conversations between students.
A core principle of CLT is that classroom activities should parallel the real world and that authentic sources should be used as the basis for classroom learning.
The inclusion of real resources encourages teachers to use their creativity and create more engaging activities that better reflect their teaching proficiency and the learning preferences of their students.
Authentic resources help students process meanings, swap ideas, and exchange information in the target language by relating the topics to their lives and their own experiences.

However , authentic materials may contain difficult language. Indeed, some articles or audiovisual-based resources may include advanced words or vocabulary that might be appropriate for advanced levels but too sophisticated for lower-level classrooms. That's why designing education curricula based on real-world data is only feasible if the teachers select the activities carefully to guarantee that they are suitable for their student's cognitive, social, and linguistic levels.

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I do apologise for submitting this late.

In response to Duff 's article , Communicative Language Teaching , CLT is defined as the practice of the approach which emphasizes the communicative aspect of language teaching rather than the traditional teaching methods which idealize the instruction of language grammatical rules and structures .
Duff emphasizes how CLT is entirely an up- to -date and a modern approach which goes hand in hand with the socio-cultural changes in the world on the one hand , and a compelling need responding to the 21st century technological and digital development on the other hand.Indeed , it is highly important to use the language today to communicate as a plethora of social contexts are facing language speakers around the world.In this respect , the need for tools to communicate is more important than the mastery of accurate grammatical rules or correct sentence structures.
As the world is now characterized by various waves of immigrations such as illegal immigration and Brain Drain .In this context , the need for an effective use of the language and retrieval of the technical terms corresponding to each situation is intrinsic to foster communication and hence enhancing one's active participation in different social contexts and fulfillment of the individual's needs.
CLT signals the importance of interaction ; a teacher -to- learner interaction , a learner to- teacher interaction and a learner -to -learner interaction. This very principle is highly important and effective as it helps learners to bridge the gap between language grammatical competence and language communicative competence.
In this respect , language learners may derive meaning and acquire a grammatical structure simultaneously as the case in the example provided by the writer on her observation of the teacher in a Chinese School.In fact , the teacher taught a lesson about art and architecture and managed successfully to teach grammatical rules and content embodying clearly the CLT principles
I found the example very interesting and proverbial.It can be followed by many teachers who get confused when they struggle to apply the CLT approach in their classroom activities.
Finally , I add my voice to the writer when she signaled that there are numerous challenges to CLT implementation around the world.It is true , the Tunisian schools are a clear example of the challenges .

Amani Chouiref

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CLT: Communicative Language Teaching first developed in the 1970's. This methodology is based on the importance of the communication during the learning process between the learner and the teacher ,the learner and the learner . It is a method which makes the role of the learner more important. Thus, it focuses on the learner-centered approach. So the role of the  teacher here is to guide and to facilitate lessons.

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CLT: Communicative Language Teaching first developed in the 1970's. This methodology is based on the importance of the communication during the learning process between the learner and the teacher ,the learner and the learner . It is a method which makes the role of the learner more important. Thus, it focuses on the learner-centered approach. So the role of the  teacher here is to guide and to facilitate lessons.

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Abbassi.A

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good afternoon,sorry for posting this late!

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good afternoon,sorry for posting this late!

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Duff's article on communicative language teaching is very interesting as it explains in real examples the new vision of a communicative classroom.This classroom is no longer teacher-centered where the learner is a passive receiver of knowledge but a learner-centred space where the teacher is a facilitator who supports the learning process led by the learner himself.
This particular idea of sharing the learning responsibilities between the teacher and the learner is what makes CLT a revelotionary approach of teaching that also takes us from concentrating on accrucy to the focus on communication in real world situations imitated by tasks and interaction developed in the classroom. Nourelhouda Ahmadi

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Sorry for posting this late. I didn't Know how Padlet works.
As for the reading assignments, I think it is a perfect starting point. I see why both of you and Mrs. Yagouta asked us to read the same extract. I enjoyed learning about the history of CLT from the 1970s till present day. Duff illustrates how the definition of CLT and its features has been changing with the different waves of researchers and approches (the Americans, European, Canadian... etc).

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A method called Communicative Language Teaching known as CLT first occured in the 1970s. This methodology can be understood as a set of principles. First of all about the goals of language teaching, assumptions about how learners learn a language, the kind of the activities in classroom that best facilitate learning and the role of teachers and learners in the classroom. Thus most description of CLT emphasize communication of message and meaning.

Yahyaoui.H

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In the experience 1, I liked the way with which the teacher started the session .In fact, it might be difficult or challenging for some learners to start a conversation; however, it is a fundamental component of the teaching process. Students with different abilities can prosper and give their best by creating an effective learning environment for them that is based on the effective communication, too. For instance, choosing the topic should be suitable for the learners’ proficiencies. Added to this, the effectiveness of this communication helps in ameliorating their self-esteem, friendliness, giving and receiving feedbacks, and active listening especially for young learners.This experience 1 is an example of Communicative Language Teaching. This notion can be defined as an approach applied in the teaching and learning process, and it was introduced to the classroom contexts in the late 1970’s.It focuses on improving “the communicative competence” rather than the “linguistic competence” which depends on the grammatical structures and rules. There exist some misconceptions in certain pieces of literature that argued that this teaching approach is no longer used, and that we should adopt other more modern approaches. However, CLT is updated according to the new principles of teacher roles as the students in this learning environment are working in groups or pairs, and the teacher is a facilitator of activities as well as an establisher of communication. By doing so, there exist an interaction between ‘student-student’ and ‘student-teacher’.

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In the experience 1, I liked the way with which the teacher started the session .In fact, it might be difficult or challenging for some learners to start a conversation; however, it is a fundamental component of the teaching process. Students with different abilities can prosper and give their best by creating an effective learning environment for them that is based on the effective communication, too. For instance, choosing the topic should be suitable for the learners’ proficiencies. Added to this, the effectiveness of this communication helps in ameliorating their self-esteem, friendliness, giving and receiving feedbacks, and active listening especially for young learners.This experience 1 is an example of Communicative Language Teaching. This notion can be defined as an approach applied in the teaching and learning process, and it was introduced to the classroom contexts in the late 1970’s.It focuses on improving “the communicative competence” rather than the “linguistic competence” which depends on the grammatical structures and rules. There exist some misconceptions in certain pieces of literature that argued that this teaching approach is no longer used, and that we should adopt other more modern approaches. However, CLT is updated according to the new principles of teacher roles as the students in this learning environment are working in groups or pairs, and the teacher is a facilitator of activities as well as an establisher of communication. By doing so, there exist an interaction between ‘student-student’ and ‘student-teacher’.

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Mayssa Zagrouba

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Let's start this comment by identifying CLT as a high level of oral and written communication, which emphesizes learning language for the purpose of communicating with other. It's an approach that start to see light since the socioeconomic tend's of the 1970s in Europe, the U.S and the U.k.
Unlike the traditional methods of teaching ESL (teaching and learnig language for the sake of engaging with literary works or mastering the grammatical conventions),  CLT emphesizes the importance of using language effectively and being able to communicate well, and this is specially comming from the urege for immigrant to be a part of their new society, the urge to communicate in a daily basis in order to find job, shiping for grocery or even make a conversation with a neighbour. They must produce language that makes sense with ideas tied together in logical manner.
CLT came to make an end for the traditionl ways of teaching (which teachers lecture and students take notes, where teaching were more concerned whith memorizatiob and translation), to shed some light on a pragmatic and learner centred approach, where the student will be able to produce and interpret language for a wide range of purposes such as descibing his weekend, daily routine or even his favorite movie. CLT is the ability of communicating using his L2 in topics of mutual concern.CLT offer student of ESL limitless access to a functional view of language, language use and language proficiency.

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CLT is an interesting approach because it shed light on the importance of communication. It helps the learner to be proficient in a second language, and use it not only in the context of a classroom but also outside the class. The latter idea emphasizes the importance of functions a second language has in a  variety of contexts.
An important point to be highlighted is the fallacy of the belief that grammar must have supremacy over the other components. It has to be corrected to understand how the language works and therefore how it should be taught either to young learners or adults. (grammar is important but should not be taught at the expense of the other components).
However, implementing CLT is not always easy and may encounter many challenges, as example of that, teachers may confuse matters between this approach and other approaches or may not have enough course materials, or learners may lack motivation for developing communicative Competence.

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CLT is the product of the socioeconomic trends of the 1970s in Europe, The U.K, and the U.S. When migrants arrived to these Western regions, they were struck by the realization that they were unable to properly communicate with each other -and especially with natives- using their L2 due to the neglect in learning the performative side of the language.
Communicative Language Teaching can be understood as a set of principles about the goals of Language teaching, how learners learn a language  , the kinds of classroom activities that best facilitates learning and the role of teachers and learners in the classroom.
Learners had to participate on a cooperative approach to learning. Teachers had to assume the role of monitor.

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Comment on the article ‘Communicative language teaching’ by Patricia. A. Duff

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Comment on the article ‘Communicative language teaching’ by Patricia. A. Duff

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Back in the days, learning a language was more concerned with competence-based methods such as translation, literary texts analysis, and memorization… as people did not think they would need to communicate with others using their L2. Therefore, they would learn about the language but neglect the use of the language. CLT is the product of the socioeconomic trends of the 1970s in Europe, The U.K, and the U.S. When migrants arrived to these Western regions, they were struck by the realization that they were unable to properly communicate with each other -and especially with natives- using their L2 due to the neglect in learning the performative side of the language. Accordingly, communicative competence was relocated from an idealized capacity to an equalized capacity along with communicative performance as many linguists came to oppose Chomsky’s competence and performance hypothesis. There was as well a shift from behavioral approaches to social and cognitive approaches. For instance, Glasefeld developed Constructivism a theory that mainly focuses on the learner producing/constructing their own meaning while the teacher plays the role of a facilitator/guide. This theory built up a new position for the learner as well as the teacher as they switch roles for the learner to be active while the teacher passive, making the classroom a learner-centered space. Today, the main goal of learning a language is effective communication. Even though it is hard to apply CLT in EFL contexts, teachers managed to find ways to implement CLT principles throughout lessons. As a matter of fact, the learner can hold the position of the omniscient figure inside the classroom as they provide the course material from their own personal experiences with the lead of the teacher in order to establish a practical way of using the language, which is communication. An other way of introducing CLT principles in EFL contexts is through the technique of brainstorming as learners ought to produce their own ideas creating a sort of interaction in the classroom between the teacher and the students placing the learners as performers and not as mere observers.

Nour Mansour

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Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction « as both the means and the ultimate goal of learning a language ». It is also referred to as the communicative approach (CA).
Historically, CLT has been seen as a response to the Audio-Lingual Method (ALM), and as an extension or development of the National - Functional Syllabus. The CLT movement began in the 1970s to address “shifting priorities” at the level of society and education in Europe, the United Kingdom, and the United States of America.

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·          An effective knowledge of a language is more than knowing rules of grammar, pronunciation and vocabulary. Students need to be able not only to use the language appropriately in any social context, but also to differentiate between a formal and an informal style of the targuet language.