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CLT 1

            Current literature on English Language Teaching (henceforth: ELT) criticizes the transfer of Communicative Language Teaching (henceforth: CLT) from Western English-speaking countries to other EFL countries. This transfer is seen as problematic since pedagogy imported from abroad conflicts with the social, cultural, and physical conditions of the recipient countries (Holliday, 1994). However quitting CLT in the English classroom in countries such as Iraq seems not to be a practical thing to do; taking into consideration that the ultimate goal of English teaching in these countries is to help learners acquire a good and effective command of English. The solution, consequently, seems to be a modified version of CLT, made appropriate to the local conditions. For this, a deep understanding of CLT theory and its implications for classroom practice is important (Thompson, 1996). This article tries to define the theoretical essentials of CLT and characterize the issues that commonly arise when CLT theory is put into practice, aiming to offer suggestions to help EFL teachers in EFL settings develop appropriate CLT practice for their classrooms. Finally, the article identifies the need to redefine CLT to accommodate the theory to differing local conditions.(conclusion)

The Need for CLT

            With the weight of English in the world today and the demand to teach learners a working command of English to satisfy various communicative needs in their life, EFL teachers feel an urge to learn the newest and best methods of teaching. In Iraq for example, teachers of English recognize that traditional pedagogy , emphasizing the acquisition of grammar and vocabulary rather than communicative competence, does not meet the requirements of English learning in an era of integration and globalization. Since the early 1990s, therefore, CLT has quickly gained popularity in Iraq. Universities and schools have not only encouraged teachers of English to attend workshops and seminars on CLT given by foreign educational agencies in the country but have also sent their teaching staff abroad to study in TESOL and TESOL-related programmes.

            Teachers in many countries, including Iraq, are eager to learn about the newest methods of teaching English, but whether they use those methods in their classroom remains a matter of speculation. In this regard, Le (2000: 73) observes that Vietnamese teachers express their appreciation for communicative ways of teaching English during the training courses, "but after they return from those courses, they continue teaching in their own ways, using traditional methods.