Tag Archives: method

“The appeal and poverty of CLT” – I always love a good attack on CLT

Communicative Language Teaching

Communicative Language Teaching (CLT) has enormous intuitive appeal. Despite this, I have come to believe that at the heart of CLT – especially in fundamentalist versions of it – we find a naive, even impoverished view of language. To demonstrate what I mean, let me examine six propositions upon which I think CLT is based. I am going to argue that if these propositions are true at all, they are only superficially and trivially true – and true only in essentially uninteresting ways. In other words, they are just as true as statements like “When people speak, they use words”. Such a statement tells us nothing about what kinds of relationships there may be between words, how people learn to assemble them into larger units, or what else they do to construct or interpret meaning. I will try to show this through six counter-propositions. Then – finally -I will briefly suggest an alternative – and also suggest reasons why pluralist methodologies are more likely to be successful than any single orthodoxy.

I really do like a good attack on CLT. All those smug teachers I had in the 90s pushing this method with little critical discussion really put me off of prescribed methods altogether. For this, I should probably thank them.

This piece has some great points. I’m not entirely thrilled with the way that fundamentalist CLT is positioned as the strawman in this arguments though. This view of CLT is so rarely pushed that I find the arguments quite weak in that regard. However, discussion of the basic tenets are still valid.

We are in a post-method era. Reasonable (yes, that is loaded speech for people like me 🙂 teachers and teacher-trainers don’t teach methods, but rather a whole tool chest of methodologies that can be used situated a particular context.

Bruce Lee on Simplicity – garry’s posterous or Bruce Lee on Teaching (ht @daylemajor)

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In Jeet Kune Do, one does not accumulate but eliminate. It is not daily increase but daily decrease. The height of cultivation always runs to simplicity… It is merely simplicity; the ability to express the utmost with the minimum. It is the halfway cultivation that leads to ornamentation. Jeet Kune-Do is basically a sophisticated fighting style stripped to its essentials.

Art is the expression of the self. The more complicated and restricted the method, the less the opportunity for expression of one’s original sense of freedom. Though they play an important role in the early stage, the techniques should not be too mechanical, complex or restrictive. If we cling blindly to them, we shall eventually become bound by their limitations. Remember, you are expressing the techniques and not doing the techniques. If somebody attacks you, your response is not Technique No.1, Stance No. 2, Section 4, Paragraph 5. Instead you simply move in like sound and echo, without any deliberation. It is as though when I call you, you answer me, or when I throw you something, you catch it. It’s as simple as that – no fuss, no mess. In other words, when someone grabs you, punch him. To me a lot of this fancy stuff is not functional.

A martial artist who drills exclusively to a set pattern of combat is losing his freedom. He is actually becoming a slave to a choice pattern and feels that the pattern is the real thing. It leads to stagnation because the way of combat is never based on personal choice and fancies, but constantly changes from moment to moment, and the disappointed combatant will soon find out that his ‘choice routine’ lacks pliability. There must be a ‘being’ instead of a ‘doing’ in training. One must be free. Instead of complexity of form, there should be simplicity of expression.
To me, the extraordinary aspect of martial arts lies in its simplicity. The easy way is also the right way, and martial arts is nothing at all special; the closer to the true way of martial arts, the less wastage of expression there is.

In building a statue, a sculptor doesn’t keep adding clay to his subject. Actually, he keeps chiselling away at the inessentials until the truth of its creation is revealed without obstructions. Thus, contrary to other styles, being wise in Jeet Kune-Do doesn’t mean adding more; it means to minimize, in other words to hack away the unessential.
It is not daily increase but daily decrease; hack away the unessential.

This post was for the design realm, but it took on new meaning when referenced to teaching, particularly post-method perspectives. Following passage was particularly interesting.


A martial artist who drills exclusively to a set pattern of combat is losing his freedom. He is actually becoming a slave to a choice pattern and feels that the pattern is the real thing. It leads to stagnation because the way of combat is never based on personal choice and fancies, but constantly changes from moment to moment, and the disappointed combatant will soon find out that his ‘choice routine’ lacks pliability. There must be a ‘being’ instead of a ‘doing’ in training. One must be free. Instead of complexity of form, there should be simplicity of expression.

Over-reliance on set methods strangles creativity. Unfortunately, this is now how teachers are currently trained. Most teacher trainers understand the need to vary approaches (yes, I’m using these interchangeably. Don’t freak out) and move beyond method, but the tendency is for teacher education classes to focus on distinct methods. I understand why. We want to provide a foundation for teachers to base their practice on. The problem is that this presentation of methods ends up convincing students that they have to pick one (usually the one the teacher is pushing most–we all have biases).

The end result is batches of teachers who strive to stick to a method even in the face of realities that suggest changes in method, or strategies. Dogma is dangerous: dogma is stubborn, dogma doesn’t bend, and dogma unrealistic.

We need to focus more on the art of teaching than the practice. Pedagogical ecology (Daniel & Poole, 2009) is probably a better approach to both teaching, not only in teacher education but the broad range of teaching and training contexts.

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