Communicative Language Teaching (CLT) has been around for many years now.

As a
student, I was not aware of its name, but I know that my English teachers have long employed
this method of teaching. With its consideration of the communicative purpose of language, using
this method has been proven to help Second Language Learners (SLL). It is no doubt that the
students in the video have found the activities fun and effective. Indeed, theory is learned when
put into practice.
The activity I like best in the video is the simulation. First, it only requires creativity from
the teacher. Unlike the other activities which still need resource speakers, guests, and computer
laboratory, simulation only needs a context that students will be put into. With just the use of
scraps of paper and improvised props, a classroom can be turned into a bus station or mall where
students can practice speaking the target language. Another is that simulation is a problem-based
activity. With this, it does not only let students practice their speaking skill but also hone their
critical thinking skills. Simulation calls for students to apply their communicative competence on
the target language. In simulation, students are given an opportunity to solve a common real life
problem using the target language. It gives them avenue to use their knowledge in managing
practical life situations like paying bills, shopping in the grocery, or inquiring in a bank.
Furthermore, simulation shows students what happens outside school. It allows them to be
familiar with the possible problems they might encounter in real life. Most importantly, it teaches
them that language learning is more than acquisition of rules.
The activity I like least is the running dictation. Although the activity is also based on a
context and that students were also required to produce an output, I think the activity focuses
much on the rules. First, the activity was started by using rote memory. In language learning,
memorization is a very effective way of language learning and teaching. Students need an avenue
to apply the knowledge. While correcting each others work, as shown in the activity, could be
considered knowledge application, I do not think it is enough especially that the two groups only
memorized the same letter. The students might be checking based on their memory.
If the activities were to be applied in the Philippines, Im sure it would yield different
results. The main problem, I think, is time. A typical Filipino class schedule is congested.
Usually, there is only one hour allotted to every subject a day. I doubt that an hour will be enough
to successfully conduct a CLT activity that is complete with processing and wrap up discussion.
Another problem is the resources. Most activities shown in the video demand costly resources.
One activity needs a resource speaker or interviewer while some need a computer laboratory
with Internet connection. The problem is public schools in the Philippines usually do not have
proper and well-functional computer laboratories. Furthermore, Internet connection is already a
luxury for them. Students interest could be an issue too. For many Filipinos, English is one of
the most difficult and hated subjects in school. Aside from the fact that English is often perceived
as an intimidating language, many Filipinos do not see the need to learn the language well. With
this attitude, it is not easy to make them participate in CLT activity. Finally, classroom
management could be the most difficult constraint. The video featured a first world classroom
environment where only 10-30 students are in a class. In the Philippines, student population

could even reach 50-80 per classroom. Activities show in the video are ideal for small group
setting.
Despite these, constraints can still be addressed by being strategic. For the time
constraint, I think it is best for teachers to orient the students before the day of activity. It will
help if students will be group in advanced. This would save time on the activity day itself. For
classroom management, teachers must also be strict in setting rules to minimize behaviors. In
that way, students will monitor their own discipline in class. For the resources, teachers and
students must learn how to recycle materials. With a little creativity and resourcefulness, the
class will not need to spend much on props. Lastly, for students interest, contexts of activities
must be anchored on their experiences and interests. Situations must involve things that are
familiar to them. The challenges posed by the activity must be relevant for their age,
environment, and capabilities.
To sum up, CLT is a modern effective way of teaching Second Language Learners. It is a
method that responds to the needs of the 21st Century Education. Just like any other teaching
method, it has its own pros and cons. Drawbacks and constraints are always present in classroom
a fact that must be accepted by all future teachers. Because at the end of the day, it is the
teachers who should make the most out of these methods and give the best shot for the students.

Jessica Genotiva