Evidence 1 in my portfolio, Staged Role Play – Round-the-world Trip Planning (British Council, n.d.), engages students in a collaborative, open-ended decision-making process. In this activity, students must share information, express preferences, and negotiate a travel itinerary. The task mimics real-life interaction and encourages learners to move beyond rehearsed sentence patterns to engage in meaning-making. This aligns with Long’s (1983) view that negotiation of meaning is central to second language acquisition, as students are required to clarify, confirm, and adapt their language in real time. The authentic communicative goal of the task provides a strong motivational driver, helping students develop fluency and confidence—two features Rivers (1986) identifies as critical outcomes of learner-centred interaction.

Source: British Council. (n.d.). Staged role play. TeachingEnglish. Retrieved May 4, 2025, from https://www.teachingenglish.org.uk/teaching-resources/teaching-secondary/activities/intermediate-b1/staged-role-play

This approach aligns with the CLT principle that emphasizes the teacher as a guide rather than a transmitter of knowledge (Savignon, 2002). In the context of a Chinese international high school, this scaffolded preparation is particularly helpful in building student confidence, especially for those accustomed to accuracy-focused instruction. The teacher’s supportive but non-directive presence allows learners to take increasing responsibility for their spoken interaction. This preparatory stage sets the foundation for the more student-led discussion that follows.

The five prompt questions guide learners to notice both strengths and areas for improvement, supporting metacognitive development. As Hedge (2000) argues, structured self-assessment and reflection are essential tools for fostering autonomy in language learners. Instead of relying on teacher evaluation, students are encouraged to set their own goals, which promotes learner autonomy. The open-ended format allows for individualised responses, reinforcing the idea that language learning is a personal and reflective process. This design is especially important for learners who are transitioning from exam-oriented habits to more communicative expectations in higher education settings.

By embedding this reflection stage after a task, students begin to develop the habit of reviewing their own communicative effectiveness. Over time, this practice helps shift their focus from correct answers to meaningful expression. Ultimately, the log supports the development of reflective, independent learners who can monitor and direct their language learning beyond the classroom.

Together, these two activities reflect the versatility of CLT in supporting spoken language development. While they differ in form and setting, they both promote meaningful communication, encourage self-expression, and provide opportunities for learners to engage with language as a tool for interaction and negotiation. This balanced approach enables students to prepare for both the social and academic dimensions of study abroad.

Source: Cambridge English. (2009). IELTS Speaking Part 2 Activity – Teacher’s Notes. Retrieved May 4, 2025, from https://www.cambridgeenglish.org/images/168248-ielts-speaking-part-2.pdf

References

British Council. (n.d.). Staged role play. TeachingEnglish. Retrieved May 4, 2025, from https://www.teachingenglish.org.uk/teaching-resources/teaching-secondary/activities/intermediate-b1/staged-role-play

Cambridge English. (2009). IELTS Speaking Part 2 Activity – Teacher’s Notes. Retrieved May 4, 2025, from https://www.cambridgeenglish.org/images/168248-ielts-speaking-part-2.pdf

Cambridge University Press. (2019). Unlock Listening & Speaking Skills 3 (2nd ed.). Cambridge University Press.

Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.

Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford University Press.

Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326. https://doi.org/10.1093/elt/58.4.319

Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141. https://doi.org/10.1093/applin/4.2.126

Pica, T. (2000). Tradition and transition in English language teaching methodology. System, 28(1), 1–18. https://doi.org/10.1016/S0346-251X(99)00057-3

Rivers, W. M. (1986). Teaching Foreign-Language Skills (2nd ed.). University of Chicago Press.

Savignon, S. J. (1987). Communicative language teaching: Theory and classroom practice. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A Book of Readings (pp. 135–154). Newbury House.

Savignon, S. J. (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education. Yale University Press.

Savignon, S. J., & Wang, C. (2003). Communicative language teaching in EFL contexts: Learner attitudes and perceptions. IRAL, 41(3), 223–249. https://doi.org/10.1515/iral.2003.010

This philosophy is strongly influenced by Savignon (1987), who defines communicative competence as encompassing not only linguistic accuracy but also sociolinguistic and strategic abilities. Drawing from her work, I view successful teaching as creating opportunities for students to practise not just correct sentences, but appropriate and effective communication. I also draw on Rivers (1986), who emphasises the need for interaction from the earliest stages of language instruction. For my learners, many of whom are used to exam-focused, teacher-fronted classrooms, this means introducing purposeful speaking tasks that encourage real exchanges, even when accuracy is still developing.

Equally important is the redefinition of teacher and student roles. In a CLT classroom, the teacher is no longer the sole transmitter of knowledge but rather a facilitator who scaffolds learning and fosters student autonomy. Inspired by Pica (2000), I believe that teachers should design instruction that integrates both form-focused input and communicative purpose, rather than choosing one over the other. This requires a shift in classroom dynamics, where learners are given greater responsibility and ownership of their language use.

Another key influence is Long’s (1983) concept of negotiation of meaning, which highlights the learning potential within conversational breakdowns, clarification requests, and reformulations. I see these moments not as disruptions but as pedagogical opportunities, particularly in speaking tasks that demand active listening and interaction. As my students prepare to study in English-medium institutions, helping them navigate and repair communication is just as important as helping them produce accurate sentences.

Lastly, I believe in nurturing learner autonomy through scaffolded practice and reflection. International high school students may not be immediately accustomed to self-direction, but with the right support structures, such as task choices, reflection logs, and peer feedback, they can become more aware of their learning processes and gradually take control. As Savignon and Wang (2003) suggest, implementing CLT requires sensitivity to learner background and a gradual adaptation to new pedagogical approaches.

This philosophy directly informs the three themes in my portfolio: the design of speaking activities that reflect real-world use; the evolving roles of teachers and students in supporting communicative learning; and strategies to foster autonomy through structured yet flexible support. Together, these elements reflect my commitment to helping learners become competent, confident, and independent users of English in both academic and social contexts.

The emphasis is clearly on student agency and peer interaction. Learners are responsible for managing the task flow, evaluating contributions, and using the previously learned strategies to maintain meaningful interaction. This student-led activity reflects CLT’s emphasis on learner autonomy and negotiation of meaning (Littlewood, 2004; Long, 1983). It also mirrors real-life communication and academic discussion skills that are essential for students preparing for overseas study. By giving students ownership over the structure and content of the discussion, the task supports their development as independent and confident communicators.

Having previously used Unlock materials in my own classroom, I have seen how students respond positively to this type of structured yet open-ended task. Through my TESOL training, I have come to view such tasks not just as speaking practice, but as opportunities to reshape classroom dynamics and promote more equitable participation. Understanding CLT has helped me recognise that who controls the talk is as important as what is being said.

The process of providing peer feedback fosters autonomy by requiring learners to assess performance from a listener’s perspective and articulate constructive comments. To support this process, sentence starters or modelling can be used to scaffold students’ use of language for feedback. This task also promotes a sense of shared responsibility for learning, which is consistent with learner-centred teaching principles.

In addition to its immediate classroom value, this activity prepares students for both high-stakes speaking assessments and future academic study. The focus on fluency, vocabulary, and interaction aligns well with IELTS speaking band descriptors. Furthermore, by learning to observe, reflect, and respond critically, students develop the awareness and collaborative habits required in university-level seminars and group work. The form therefore supports not only learner autonomy but also the development of transferable skills essential for international study and real-world communication.