Thinking skills and communicative language teaching: a curriculum perspective

dc.creator	Johann J. Swatz
dc.date	2013-02-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:31Z
dc.date.available	2015-07-20T22:15:31Z
dc.identifier	10.5785/7-1-344
dc.identifier	0259-2312
dc.identifier	2224-0012
dc.identifier	https://doaj.org/article/cb1b7e08508746d08c5b3c3f1beaa5ba
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17712
dc.description	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.
dc.language	English
dc.publisher	Stellenbosch University
dc.relation	http://perlinguam.journals.ac.za/pub/article/view/344
dc.relation	https://doaj.org/toc/0259-2312
dc.relation	https://doaj.org/toc/2224-0012
dc.source	Per Linguam : A Journal of Language Learning, Vol 7, Iss 1 (2013)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Thinking skills and communicative language teaching: a curriculum perspective
dc.type	article