Communicative Language Teaching Strategies for German as a Foreign Language in Uganda

Abstract

Abstract-The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students' excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners' acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers' experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training.

الصعوبات التي يواجهها المدرسين عند تطبيق طريقة التواصل اللغوي في المدارس الثانوية في العراق

“…The CLT approach emphasises a change in the role of the teacher from being a transmitter of knowledge to a facilitator of language learning. Teachers must, therefore, develop and utilise teaching strategies that enable learners to interact freely in a classroom environment, with the purpose being to enhance the required communicative competences (Sekiziyivu and Mugimu, 2017). As observed by Snow (1996), learners effectively learn a language when they take part actively in its communication, rather than just passively accepting what the teacher says.…”

Communicative approach strategies to enhance oral production on A2 level students

“…Therefore, students could benefit from CLT due to the assistance they gained from the effectiveness of the communicative strategies. Besides, it is suggested that teachers must be flexible while performing CLT in their classrooms, playing the role of facilitators of the teaching and learning process (Sekiziyivu & Mugimu, 2017).…”

Teachers' beliefs about the implementation of communicative language teaching at primary school level in Zimbabwe

“…Communicative language teaching can also be viewed as a learner-centred approach to language teaching (Ying, 2010). CLT stresses the development of communication, and learners interact among themselves while the teacher acts as guide to helps learners acquire language in the teachinglearning process (Brown, 2001;Richards & Rodgers, 2001;Sekiziyivu & Mugimu, 2017). In principle, CLT is an approach that encourages interaction and allows learners to use language meaningfully and in context.…”