Tuesday, 19 June 2018
Campus Neues Palais
Building 9, Room 2.15
In this presentation I will consider some of the consequences of adopting a communicative approach to language teaching. In particular, I will address the question of whether the construct of ‘language’ is adequate to the task that we assign to descriptors such as ‘communicative language teaching’. I will discuss some of the advantages of focussing more explicitly on the notion of ‘communicative repertoire’, identify some issues associated with alternative ways of framing communicative repertoires and then discuss some of the possibilities that are opened up for teaching by considering communicative repertoires as bounded and structured. Using the Multiplicity Framework (Nicholas and Starks 2014), I will discuss some examples of how a multi-dimensional view of a communicative repertoire can help address some important issues in language teaching and consider some challenges that such an approach has to meet.
Nicholas, H. & Starks, D. (2014) Language education and applied linguistics: Bridging the two fields. London & New York, Routledge.