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ROBERT C. KLEINSASSER
Centre for Language Teaching and Research Centre for Language Teaching and Research
The University of Queensland
Australia
Australia
The aim of this article is to report on a study that documented the views and practices of
communicative language teaching (CLT) by Japanese second language inservice teachers.
Compared to theoretical developments of CLT (e.g., see Savignon, 1991), little is known
about what second language teachers actually understand by CLT and how they implement
CLT in classrooms. Using multiple data sources including interviews, observations, and surveys, the article reports how teachers defined CLT and implemented it in their classrooms.
The study identified how teachers actually dealt with CLT in their classrooms teaching Japanese. It is interesting to note that their views and actions dealt little with the academic
literature pertaining to CLT or their education (be it preservice or inservice) in learning
about CLT. Instead, teachers resorted to their personal ideas and experiences, solidifying
their notions of foreign language (L2) teaching in further pursuing their evolving conceptions of CLT.
prominence. Conference papers, articles, andpolicy perspective, while also allowing such inforbooks abound that support and promote CLT. In mation to situate our study. We then explore the
the main, scholars advance CLT by exploring itsrelevance of teacher beliefs, knowledge, and
meaning and use in classrooms. Writers considerpractices. Here we review CLT investigations and
various facets and mutations of CLT, providinghighlight the complexity of understanding relavaluable codification of CLT elements (e.g.,
tionships among beliefs, knowledge, and pracBerns, 1990; Brown, 1994; Howatt, 1984; Little- tices. Inherent in such a presentation is the need
wood, 1981; Mitchell, 1988; Richards & Rodgers, to explore change. This we do briefly, with the
1986; Savignon, 1983, 1997; Savignon & Berns, discussion culminating in offering the research
1984, 1987; Schulz & Bartz, 1975). Even within questions. Our intent here is to argue for a theothe expanding literature concerning CLT, how- retical base from language teachers' perspectives.
ever, its meaning for practitioners receives scant We next outline the research methodology for
attention.
the project. This combined information positions
the presentation of our findings, followed by a
In this research project, we document second
discussion
language (Japanese) teachers' CLT using their
of issues.
0026-7902/99/494-517 $1.50/0
?1999 The Modern LanguageJournal
Savignon (1983, 1997) suggested that a classroom model of communicative competence in-
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495
discourse competence, and strategic competence. She further proposed five components of
a communicative curriculum that include lan-
Communicative Language Teaching is best considered an approach rather than a method. Thus although a reasonable degree of theoretical consis-
guage arts, language for a purpose, personal sectency can be discerned at the levels of language and
ond language (L2) use, theater arts, and beyond
learning theory, at the levels of design and procedure
the classroom (Savignon, 1983, 1997). These
elethere
is much greater room for individual interpretaments together help support both theoretical
tion and variation than most methods permit. (p. 83)
and practical foundations for CLT. Yet, it is clear
perspectives, among others, offer possibilithat Savignon (1997) did not rely on theseThese
as the
sole arbitrator of CLT. In particular, withties
regard
of what CLT is, and their various authors give
to the four competences she concluded, ideas of what can transpire in a L2 classroom. Yet,
not all views of CLT are necessarily the domain of
Whatever the relative importance of the various comacademicians. As will be discussed next, national
ponents at any given level of overall proficiency, one
The same could also be said about the five curcast an even wider net over what influences and
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496
oping modules for a syllabus, resources, and as- LOTE teachers in L2 learning and teaching envi-
ronments.
A THEORETICAL BASE
for instance, promoted the five ALL goals for language learning: a communication goal, a soWe highlight the importance of teacher belief
standard Japanese" (Board of Senior School Sec- lems and are stronger predictors of behavior"
ondary Studies, 1995, p. 4). In addition, the six 311). Pajares promoted 16 "fundamental assum
assessment criteria tasks that LOTE teachers were
tions that may reasonably be made when initi
ing a study of teachers' educational beliefs"
to implement included:
324). These assumptions include, among othe
1. Assess the students' ability to communicate inthe notions that (a) beliefs are formed early a
tend to self-perpetuate; (b) some beliefs are mo
the language.
2. Use authentic texts.
incontrovertible than others; (c) beliefs about
3. Give students the opportunity to speak and teaching are well established by the time a st
write from their own experience.
dent gets to college; (d) changes in beliefs duri
adulthood are rare; (e) beliefs are instrument
4. Call for unrehearsed responses from the student.
6. Provide informative feedback to students tostrongly affect their behavior; and (g) knowledg
and beliefs are inextricably intertwined (for com
allow them to manage their own learning. (Board
of Senior Secondary School Studies, 1996, p. 1,plete discussion of all 16 assumptions, see Pajar
1992, pp. 324-326).
italics original)
The tenuous relationship between beliefs an
These criteria follow the ALL Guidelines (Scarinoknowledge creates a possible tension. Althoug
Pajares (1992) readily admitted that it is diffic
et al., 1988). In short, over the past 2 decades the
promotion of LOTE learning and the develop- to distinguish knowledge from beliefs, he argu
ment of LOTE students' communicative skills
Nespor's (1987) point "that beliefs have strong
affective and evaluative components than know
have been promoted vigorously in national and
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497
tendency for those studied to rely on their preconceived beliefs, and there appears to be little
alteration in traditionally (form focus, teacher-
Johnson, 1994; Lamb, 1995; Neustupny, 1981). she observed the classroom teaching environNonetheless, studies that specifically single out ments, "classroom practices (with very few exceptypical CLT also reveal glimpses of links among tions) deviated considerably from the principles
beliefs, knowledge, and practices. On the one of the communicative approach" (p. 193). Alhand, a few studies show little change in teacher though she acknowledged that there were
beliefs, knowledge, or practice, whereas, on the glimpses of communicative approaches, the
other hand, a few studies reveal the possibility for teachers in her sample favored traditional ones.
change in teacher beliefs, knowledge, or practice. In this case, traditional meant, "Most lessons were
Thus, these studies provide evidence that the teacher-fronted and exhibited an explicit focus
challenges found in L2 teaching literature are on form" (p. 193).
little different from the controversy in the wider As indicated earlier, not all of the news is bleak.
teaching literature. The extent to which teachers Okazaki (1996) completed a longitudinal study
can or will actually change is an issue within using surveys to find out whether preservice
four misconceptions that were common among cluded that although beliefs of preservice teachhis colleagues concerning the meaning of CLT: ers were not easily swayed, some of them were
(a) not teaching grammar, (b) teaching only influenced in the desired direction by what Wenspeaking, (c) completing pair work (i.e., role den (1991) called persuasive communication,
play), and (d) expecting too much from teachers. which aims at changing participants' beliefs by
Thompson mentioned that a surprisingly large reflective teaching. For example, she reported
number of teachers invoke erroneous reasoning that the teachers' emphasis increased on such
for criticizing or rejecting CLT. He concluded items as the learner's role and decreased on such
that the future development of CLT depended items as pronunciation and error corrections. Kuupon correcting these misconceptions. Fox maravadivelu (1993) studied two teachers whom
(1993) surveyed first-year French graduate teach- he identified as "'believers' in the CLT moveing assistants at 20 universities in the U.S. and ment" (p. 14), and who both had masters degrees
analyzed their responses according to the defini- in ESL. With one teacher he promoted the effections of communicative competence (CC) set tiveness of five macrostrategies for successful CLT
forth by Canale and Swain (1980). She reported (see also Kumaravadivelu, 1992). He then tranthat teaching assistants did not conceptualize lan- scribed the two teachers' classes and concluded
guage according to this particular model of CC. that the episodes showed "different kinds of classInstead, the participants relied on grammar at room input and interaction" (p. 18). One group
the expense of communicative activities. She con- was motivated, enthusiastic, and active. The same
cluded that their beliefs about language teaching group in the second session was less motivated,
and learning should be exposed so that they less enthusiastic, and much less active. Although
could develop their beliefs and knowledge about he identified session one as a speaking class, and
CLT.
session two as a grammar class, he believed that
Even teachers committed to CLT often seem to
teacher in session one "contributed to this reshow a very superficial adherence to CLT principles. As Nunan (1987) discovered, although themarkable variation in the communicative nature
teachers in his study had goals for communicative
of the two episodes" (p. 18). Regardless of the
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498
approach
change literature relates to the difficulty in changing
Such a comment may be a bit shortsighted, ifIn short, these studies, reviews, and narratives
not overgeneralized. Many of the studies cited
portray the complexity of the issues pertaining to
above neither integrate information from a varibeliefs, knowledge, and practices and focus on the
ety of data sources nor give a complete picture of
interplay among them. Despite the theoretical dethe interaction among beliefs, knowledge, and
velopments and policy acceptance of CLT for nu-
investigate further the perspectives of L2 teaching CLT mentioned the fact that multiple data
ers, that is, how they view, learn about, and implesources would eventually help address the limitament CLT. In addition, within the Australian contions of the work already completed. Moreover,
text of teachingJapanese in high schools, there is
many of the L2 teacher studies concerning CLT
little known about inservice LOTE teachers' perseemed to rely on the extent to which the pracspectives about CLT. These teachers of Japanese
tice of CLT notions adhered to CLT principles as
in Australia have identified such problems in their
put forth in the professional literature. Richardteaching as articulation, low proficiency level, and
son (1990) pointed out in more global terms the
lack of quality inservices, good materials, and
difficulties educational change issues bring to
classrooms:
they do. Thus, the change is deemed as good or broader questions: How is teachers' knowledge
appropriate, and resistance is viewed as bad or inap- about CLT developed or understood in light of
propriate. Even the recent work that is more sensitive the fact that national and state directives urge the
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499
vided focus:
music (1), and sports (table tennis, 1). Pseudoaround a single proposition. This use of multiple
nyms
for the 10 teachers are used throughout the
sources is especially important in exploring bedata presentation (see Table 1).
liefs, practices, and mandates. Pajares (1992)
searching beliefs:
Interview
beliefs require assessments of what individuals say, interview protocol. After an initial pilot interview,
intend, and do, then teachers' verbal expressions,
must all be included in assessments of beliefs. Not to background questions were separated from the
Participants
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500
TABLE 1
Participants in the Study, Including Their Participation in the Three Data Collection Strategies
Tamara
BA
2.5
Linguistics
Music
BS
Yes
Biology
Yes
Yes
Yes
Yes
Yes
Yumiko .75 BA, PGD French Literature and Yes Yes Yes
Japanese
Note. Pseudonyms are used throughout the article. PGD=Postgraduate Diploma in Education (apanese), for
Yumiko a Postgraduate Diploma in Education (French).
Survey
To add a dimension not tapped in the previously explained data sources, we adapted the
Foreign Language Attitude Survey for Teachers
Observations
responses were analyzed using descriptive statismented the progression and procedures of each
tics and the computer program StatView (1993).
lesson. Adhering to Silverman's (1993) warningAlthough Savignon warned that FLAST was not
and gestures (Glesne & Peshkin, 1992). In addi- the answers teachers give will depend on their intertion, immediately following the observations, we pretation of the questions as well as on their second
language learning and teaching experiences. A comreviewed and expanded all notes to include furparison of responses, however, will reveal the differther information and detail (Glesne & Peshkin,
ences in attitude among teachers working together,
1992; Spradley, 1979). The observations of Japa- presumably toward similar goals. (p. 122)
nese class lessons were completed two to three
times in each of eight of the Japanese languageIt was precisely these differences of interpretation
among a group of professional language teachers
classrooms. Two teachers requested not to be observed. Furthermore, 2 other teachers wanted to and the comparison of these differences with inuse the native Japanese researcher as a native terview and observation data that, we believed,
could further reveal and better delineate teachinformant, so in these classrooms it was not posers' attitudes toward CLT. Responses were nusible to observe a typical class session. However,
the interactions in these particular classes weremerically coded and those items receiving a mean
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501
happened in Japanese language teachers' classrooms. Their conceptions of CLT serve as a cataof 2.4 or lower were those with which teachers
lyst to promote their understandings. We hope to
disagreed. Items falling between 2.4 and 3.6 wereshow that the challenges they face help clarify, in
those with which teachers neither agreed nor dis-part, why they understand CLT the way they do.
agreed, perhaps giving evidence of some uncer- In the second part, we uncover where these teachtainty among the participants as a group.
ers think they learned about CLT. We acknowledge how teachers situate their own under-
Analysis
and Did
tices-their understandings-of CLT. In the first suming) activities. How teachers talked about and
part, we outline the salient issues they conveyed defined their notions of CLT were developed
in the interviews and responded to on their sur- through these four main conceptions that were
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502
did.
1989; Koide, 1976; Lange, 1982] and became particularly highlighted when foreign language or
schools, these high school teachers faced articulation problems. Alicia described how the teachers did not necessarily welcome previous language learning experiences by their students in
primary schools. Tracey maintained that LOTE
teaching needed to be accepted and supported
within the school and wider community, and Yumiko yearned for collegiality.
I think the most difficult thing is [the] students coming from [the] primary school. Some of them maybe
ginning and the end. Learning all languages is valuable. That's it. So you learn it all through primary
their scepticism about attaining communicative [school], secondary [school]. It's exactly the same,
skills surfaced. The participants neither agreedscience, English, math you do it. It's just part of what
nor disagreed that the ability to speak a languageyou do. But we are not there yet. So until we get to
was innate; therefore, they believed that everyonethat point, this transition is very difficult. We have an
opposition from others. (Tracey)
capable of speaking a first language should be
I also feel it's difficult to receive support from the
capable of learning to speak a L2. Although there
school just because I'm not Australian. I think it's
was the potential for communication in their true. We don't usually communicate with other colclassrooms, the teachers were unsure about the
leagues. We talk to each other only within close
extent to which they had the time to promote it
friends. Though it's not related to language teaching
and whether or not all students were capable of
directly, I think it is a problem. (Yumiko)
learning it.
On the survey the LOTE teachers as a group
Three challenges created further tensions for
neither agreed nor disagreed that they needed to
teachers in promoting communication in the L2.
be fluent themselves to begin to teach communiThese included subject matter articulation, lack
catively. Nonetheless, during the interviews, the
of institutional support, and their own lack of
teachers commented on their own (inadequate)
proficiency in the L2. (These three issues have
language proficiency; however, many reported
plagued the language professions in both Austrathat they tried to use the L2 as much as possible.
lia and the U.S. [e.g., Ariew, 1982; Australian LanTamara felt insecure about her language profiguage and Literacy Council, 1996; Kawagoe,
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503
ent topics, I want real Japanese language, not thetasks that were focused on the four skills offered
textbook. (oan)
The teachers reported that CLT meant learning to communicate in the L2. The interview and
survey data showed how they coped with what this
speaking and listening skills. The followingthey call the four macro skills-reading, writing,
quotes represented this general view.
learned Japanese as an adult and learned it communicatively, I didn't learn a lot of writing at the time.
Writing was the neglected skill. So I suppose I've been
very aware of CLT. (Alicia)
At the completion of her interview, Alicia revealed again that she learnedJapanese communicatively in speaking and listening, but not in writ-
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504
Most teachers did not discuss the role of grammar in CLT because they thought grammar was
not part of CLT. Neither did they understand
completely the guidelines for not allowing grammar to be included in their testing. Yet they relayed difficulties in teaching it when it came to
discussing what went on with language teaching
in their classrooms. Although some did not know
the role of grammar in CLT as revealed in the
definitions above, others blamed English teach-
about
is a little bit like math. And students thought of it like
rules of grammar (they neither agreed nor dismath. So sometimes it's possible to have a little expla-
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505
agreed) but were adamant that the grammartranslation approach to L2 learning was not effec-
seen among students in the classrooms (this describes what we mean by "traditional practices").
Most Japanese teachers used English extensively
to explain grammatical points and give instructions; L2 communicative use and speaking in the
L2 by students, in particular, were not as prevalent as one might assume from listening to the
interviews or reading the survey results. TheJapanese teachers readily allowed students to answer
in English. A few teachers tried to integrate culture into their lessons. In short, most teachers
displayed traditional practice tendencies. The following selected examples typically portrayed what
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506
vided little evidence of attention to varying learn- that, she told the students to open the textbook. They
ing styles. Grammar points were explained de- did translation exercises. She asked individual stuductively without any context clues and were dents to answer them. Then, she asked two students
to read the short model conversation. She asked anfollowed by mechanical exercises in textbooks.
Yumiko is a native Japanese teacher. She just other pair to read it. She gave the students five minutes to practice the skit in pairs. After that, she asked
started teaching in the academic year after she
for volunteers. Students were shy. So she asked two
finished her Postgraduate Diploma of Education.
pairs to perform the skit without looking at the textThe following is her Year 12 lesson. She said in book. The rest of the class helped the performers
when they got stuck. The bell rang, and she told the
not work for Years 11 and 12, because these stustudents that they would practice the skit more next
dents liked a more formal way of study, especially
time. (Observation of Margaret)
grammatical explanations.
Margaret related in her interview that she had
She spent most of her lesson speaking Japanese.
difficulty motivating Year 8 and 9 students and
First, she gave an example to introduce a new senmanaging their discipline. Although she stated
tence pattern in context. She kept on giving other
that "in Year 10 and 11 and 12 by the students
examples in Japanese. Each student was checking
the new function with the handout the teacher had
method is totally different. I do lots of questiongiven them previously. Then, after several examples,
naires, lots of games, and lot of more discussion,
she asked yes-no questions to students. But students
role-play ... ," she actually relied here on tradianswered in English. Sometimes students asked
that in
CLT used activities that must be fun, and
pride in her approach to introducing grammar
contexts. In her interview, she stated, "I often
use all teachers admitted that preparing such
almost
many examples in Japanese to explain ajovial
newactivities was time intensive. Although the
word. I keep on saying it until students can survey
guess showed that teachers disagreed with the
statement that a good foreign language teacher
what it is. I like it that way." Nevertheless, students
did not need audiovisuals to build an effective
answered in English during this lesson. No interprogram,
they agreed that if language teachers
action among students could be seen, and
it
needs to be remembered that this teacher menused all the audiovisual equipment, materials,
tioned that she relied little on communicative
and techniques the experts say they should, there
would be no time for eating and sleeping, much
activities because "they don't want to get involved
less
teaching. TheseJapanese teachers also nearly
in it." At this stage, she seemed to give up
even
agreed
trying to get them involved. She believed
that (mean 3.4) that individualizing instructionuswas really not feasible in L2 classes (which
certain students' learning styles outweighed
in a surprising way, ties in with their issues regarding communicative activities.
ingshe
their reports of learning styles). Tracey comMargaret did a lesson for Year 10. Although
attempted to use role-play, it was in realitymented
a dia- that teachers felt they were failing if th
class did not include fun elements, and Sean dislogue memorization. Overall, she relied heavily
cussed how he coped with the issue.
on traditional practices.
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507
failing. And students also [say], 'That's boring, Miss."resources for the students. I think that's really imporAnd you think, of course, everything has some bor- tant. To make flash cards, to make the lesson interesting, bad, some not interesting parts, right? So that'sing, we need to have really more time. (Debra)
The time to reflect as a teacher. [... ] And I teach 27
another part. (Tracey)
other people, of course, usually within [a] class ing, half managing, where you would have time to
group.... In that way, I suppose, they are supposedlook at resource materials available and slowly and
to learn how to use the language more easily than justcarefully put together a course. (Joan)
to try [the] grammatical translation [way] to learning.... But I have not really used them very much.Another major challenge to CLT and its activiWell, it's time-consuming. Of course, it's so much
ties was discipline. Margaret revealed in her intereasier to use [a] textbook. I mean it would be nicer view
if
that discipline was the priority and that there
which related directly to the fact that these teach-they neither agreed nor disagreed as a group that
ers perceived there existed a lack of good materi- one of their problems in teaching a L2 was that
als including textbooks for communicative lan-they tried to make learning fun and games. Some
guage instruction.
nicative. It was too boring. For Grade 9 we have Is-views. As seen in previous quotations and discusshoni just for the first time this year. So I use this sions, these teachers struggled to motivate their
perhaps half of the time. So after four lessons maybe students. This particular issue gained momentum
I'll use it for part of the lessons. And then, we'll use when the teachers admitted to their difficulties
this to practice. And they can use this for a homeworkwith subject matter articulation, grammar in-
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508
struction, acknowledgment of individual learning styles, and questionable assessment items. Student motivation also affected the decision on
peared
very wide range of ability from very good to very
poorthat the lack of availability of CLT activities And
(or time to create them) caused these teach[students in the] language class we have today.
ers
practically
to ignore them. Time was not what
so we must teach "Hiragana." But some students can't
these teachers
had, so CLT activities were not a
master that. So they are already dropping behind.
So
by the end of the year, there's a very wide gap.
And This low priority was apparent in the
priority.
those students who are very poor become very
resent-of CLT activities (of any kind) seen durscarcity
answer is, we should stream or what we should do. ButPractices. It was obvious that the teachers believed
that also subtracts from CLT, because, of course, they that CLT activities created too much work for
can't understand. They're slower learners. So they them, because few participants were observed to
can't write, they can't stand what is happening as welluse such activities in the classroom. In contrast to
dent picked up the card. She told the student inJapanese to show the card to everyone. Others repeated
motivation because they did not particularly carethe number. She tried several cards. All these words
for discrete-point learning:
were related to the topic "restaurant." Then, she
I think sometimes, [students] lack the motivation to showed a Japanese tea cup, a sake cup, and other
really study a language, the skills of the language. For things asking questions in Japanese. Students an-
example, I can teach them some new words or new swered in Japanese. She checked homework. Those
Kanji, but students find it very hard to learn. The who did not do the homework stood up, and they
students must realize that they need to study. And, ofwere told to come back to the classroom during
course, if they had a trip toJapan, that would be good lunchtime to show the homework. Then, they did
translation exercises from the textbook. After giving
motivation for them. (Debra)
instruction for the next homework assignment, she
Debra did encourage students in Years 11 and gave students 10 minutes to prepare for a role-play (at
12 to involve themselves in theJapanese language the Japanese restaurant) in groups of 3 to 4. One stuby watching TV programs and reading. These dent was a waiter/waitress, and the others were customers. She walked around the class and sometimes
activities would, she felt, encourage the students
answered students' questions. Then, four groups performed in front of the class. Three groups mainly fol-
lowed the model dialogue, but the last group was in-
subject. So, for example, if we have students in class, model dialogue. They made the class laugh. She made
who are interested in sports, they can read some some comments on their performance-"Well done"
sporting magazine, so [we] watch the baseball or and a little tip about how to order at aJapanese restauSumo on TV. Or if the students are interested in
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509
key expressions which were related to the topic "illness." One key expression was reviewed briefly on the
blackboard. Then, she introduced Kanji for some key
words such as medicine, hospital, and illness by using
mnemonics. Next, using handouts and pictures, she
added some other expressions patients would often
use. She asked students, "How would you say, when
... ?" Students answered in Japanese, picking up appropriate new expressions. After that, she gave the
students 10 minutes to prepare for a role-play between a doctor and a patient. There were no model
skits. She went around the class to help some stu-
This teacher used a range of activities according to grade levels. For Year 8, she used more
physically related games such as the total physical
response (TPR) through which students interpreted Japanese. For Year 11, she allowed more
personal
L2 learning and teaching experiences
formed in front of the class. (They really seemed
to
that
tended to form her conceptions of (commuenjoy it.) Finally, she gave some feedback about
useful words and expressions to supplement the lesson.
nicative) language teaching. (Such a perspective
(Observation of Laura)
will be discussed more thoroughly in the section
below on how teachers learned about CLT.)
This observation data provided evidence that
Through interviews, observations, and surveys,
Year 11 students did get involved in a form of
the participants in this study revealed that they
communicative activity. In fact, they enjoyed it. It
found CLT activities too time-consuming, and
is interesting to note that this teacher used a
CLT
as well as challenges that provided tensions
Japanese. Students had to say '"Yes" in Japanese.
She
that
would not accept English, so some students had
toaffected those conceptions. The observation
data showed reluctance on the part of teachers to
repeat in Japanese. Then, she said, "If you behave
yourself, I will take you to the basketball court
and
promote
CLT and indicated that many teachers
we'll have a game. Today's topic is 'asking direcavoided (or at least challenged or mutated) the
group
comfortable with these words. Then, she gave
the work, and simulations, unfortunately,
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510
about CLT.
about CLT, how they came to hold these concepsomething. And if it doesn't work, you change it so
tions of CLT, and what their sources of learning
that it will be suitable in the situation. (Alicia)
were. Responses from the interviews showed that
I think, initially when I started teaching, I did try to
the teachers learned about CLT from a variety
of extent to use [the] communicative language
some
things that included personal L2 learning, permethod, but I'm afraid of, [the lack of a] period of
time, especially this year, when I have virtually no
sonal L2 teaching (trial and error), teacher develstudents with [a] higher motivation level to study
opment programs, inservices, and other teachers.
Japanese. Maybe one or two at most. I'm afraid, I
Although the teachers learned about CLT
Personal L2 Learning
How teachers learned L2s as students seemed
to influence heavily their beliefs about languageingJapanese anyway. So for them, they would rather
teaching and, hence, their personal views about play anything, sorts of games than do any sorts of
CLT. In particular, those who learned L2 in real formal study, whether it will be Japanese or any other
situations had strong beliefs about how students subjects, you know. They are not, on the whole, acalearn a L2.
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511
I think over the years, you see good teachers and you
see bad teachers. And you develop your own methods
according to what you see. So I learn more by example than I learn by reading a book. And of course, we
Teachers who attended a teacher development their L2 teaching and learning was based on
course gained some ideas about CLT but did not their personal experiences; little that we found
showed development of their approach within
CLT meant. The teachers who attended inserany type of program or inservice. Although the
teachers
vices related that they had difficulties finding
the said they learned about CLT from others by attending teacher development programs
time necessary to implement the classroom activiand inservices and by watching other teachers,
ties that they learned there.
personal L2 learning and teaching experiences
So I think most inservices are giving us techniques
filtered through as the primary variables that
which are really encouraging students to use the lannurtured their beliefs, knowledge, and practices
guage they know and encourage them to learn from
in L2
each other. Yeah, they are not teacher-oriented.
It'steaching and learning. It is interesting to
that these personal experiences seemed to
more group work-oriented and interaction. But note
every
to more global beliefs about what they pertime I go to inservices, I think, "Oh, I should uselead
this.
I should use that." And then, sometimes when ceived
I get as L2 teaching and learning, and those
beliefs
back to school, I just don't have the time to plan
all did not necessarily include CLT. In the
much credibility to what other teachers or lecturers said. In this study, our attention was fonot go to a workshop while school was in session.
One teacher lamented the fact that she could
to after school, but it was only discussing exam pasome teachers to rely on what they thought they
pers. It wasn't a workshop. From the [region], they
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512
teaching experiences. Their own classroom successes and failures influenced the development
and efficacy of their use of CLT. The classroom
about CLT. They believed that CLT (a) emphasized communication in the L2, (b) relied heavily
on speaking and listening skills, (c) involved little
grammar teaching, and (d) used time-consuming
activities. These conceptions were not static; however, numerous difficulties challenged them, and
it was the difficulties that helped give meaning to
and clarify the four conceptions. Through the
difficulties, we learned to view CLT as a fluid
DISCUSSION5
concept that the LOTE teachers were still developing, and we acknowledged the practical ramifi-
research.
Language Teaching?
sented in narrative form? These and other quesBy using three data sources, we learned that
tions provide ample fodder for eventual study.
the teachers in our study held four conceptions
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513
We learned that these LOTE teachers implemented CLT sparingly in their classrooms. Although the participants said that they wanted to
teach Japanese for communication and prioritized speaking and listening over writing and
reading, in their classrooms they explained the
Japanese language in English and promoted discrete-point grammar and vocabulary learning at
the expense of interactive, negotiated, and interpreting activities. They reported that they had
little time to create activities that promoted the
acquisition ofJapanese. We learned that evolving
CLT conceptions constrained and influenced L2
teaching and learning.
It is interesting to note that the teachers reported that CLT involved little grammar learning. Nonetheless, a major challenge mentioned
by many of the teachers pertained specifically to
would teachers classify various happenings (activities, strategies, techniques) in their classroom
when videotaped? How would teachers complete
a study to demonstrate how CLT is implemented?
acquisition and learning from a teacher's perspective? How would teachers clarify the role of
grammar in CLT if pressed?
How Are Japanese LOTE Teachers' Beliefs and
and personally. Although they stated that programs, inservices, and other teachers influenced
their teaching, they readily offered evidence that
it was their reliance on themselves that deter-
Celce-Murcia (1991) acknowledged "that TESOL edge, and practices were not complete and
methodologists have not offered consistent ad- continued developing, by the teachers' own advice to teachers about the role of grammar in mission. They appeared willing to pursue their
language teaching over the past 25 years" (p. understandings of CLT. Just how they pursued it
work on together. Nonetheless, the place of gram- tasks; hence, they play a critical role in defining
mar within CLT needs some type of attention behavior and organizing knowledge and informafrom the practical perspectives of these LOTE tion" (p. 325). Participants in this study relied on
teachers.
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514
their beliefs and actions and guided by their perceived constraints and possibilities.
Richardson (1994) wrote, "Teachers make decisions on the basis of a personal sense of what
works, but without examining the beliefs underlying a sense of 'working,' teachers may perpetuate
practices based on questionable assumptions and
beliefs" (p. 6). This leads us to some additional
questions that require perusal. Whose perspec-
tive of questionable assumptions and beliefs cussion in Kessels & Korthagen, 1996) that can
teachers select what they learn from their experi- in its various forms, on L2 teachers and their
work as well.
grams, from the literature? How do students perceive CLT in the classrooms of these LOTE
(Japanese) teachers?
FUTURE DIRECTIONS
NOTES
gested that
tensions among educational purposes are revealed as
we attempt to reach practical accommodations. It is
helpful to see these difficulties clearly. We need, how-
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515
over Huberman reported some challenges when trying lined our narrative and follow Wolcott's advice to review
to predict various stages of job satisfaction: "In some of "succinctly what has been attempted, what has been
the statistical analyses conducted in the study but not learned, and what new questions have been raised"
reported in this text, we did arrive at reliable predictions(Wolcott, 1990, p. 56).
of levels of satisfaction at the beginning of the career.
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