Thinking skills and communicative language teaching: a curriculum perspective

Johann J. Swatz

Abstract


Second Language teaching in South Africa and concludes that many L2 teachers have
resisted using this approach. This may be attributed to a misunderstanding of the basic
principles of communicative language teaching (CLT), as well as to uncertainty regarding its
practical application. He proposes an innovative way of implementing CLT, involving the
integration of thinking skills with selected language content within a communicative
framework To demonstrate this, he gives a detailed description of a language teaching
module for senior secondary pupils. He then discusses the communicative nature of the
activities contained in the module and points out what additional benefits this approach may
offer L2 pupils.
Die skrywer evalueer die impak wat die kommunikatiewe benadering op Engels tweede taalonderrig
in Suid-Afrika gehad het en kom tot die gevolgtrekking dat menige tweede taalonderwysers
teenstand bied teen die gebruik van die benadering. Dit kan toegeskryf word aan
die feit dat daar 'n wanbegrip bestaan van die basiese beginsels van kommunikatiewe taalonderrig,
asook 'n onsekerheid rakende die praktiese toepassing daarvan. Hy stel 'n
innoverende uyse van aanbieding voor wat die integrasie van denkvaardighede met
geselekteerde taalinhoude binne 'n kommunikatiewe raamwerk behels. Om dit te
demonstreer gee hy 'n gedetailleerde beskrywing van 'n taalonderrigmodule vir senior
sekondere leerlinge. Daama bespreek hy die kommunikatiewe aard van die aktiwiteite wat
die module bevat en dui oak aan watter addisionele voordele hierdie benadering vir tweede
taal-leerlinge inhou.

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DOI: https://doi.org/10.5785/7-1-344

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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