BySarat Kumar DoleyPhD (ELE) Student

05/SH/PhD (ELE)/2012-2015/017The English and Foreign Languages University

Shillong Campus, Shillong,15th Nov,2012

Introduction to COLT scheme

Genesis of the COLT scheme

The sections of the schemeSome studies that used the scheme

Implications of this scheme for teacher education

Presentation outline

Communicative Orientation of Language Teaching

an observation instrument

Genesis of the COLT scheme

The Scheme consists of two sections:

Part A and Part B

The sections of the scheme

contains five major categories:

Activity DescriptionParticipant OrganizationContent Student Modality, and Materials

Part A

is used to analyze classroom activities

at the level of verbal interaction

Part B

Out of the four studies –

two are process-oriented studies, and

the other two are process-product-oriented studies

Some studies that used COLT

Frohlich et al in 1985 Lightbown and Spada in 1987

Process-oriented studies

Spada in 1984 and 1987

Allen and his colleagues in 1987

Process-product-oriented studies

continued training in the development of communicative methodologies, materials, and instructional techniques should be encouraged

such teacher training programs must not lose sight of the necessity to provide effective instruction and guidance

Conclusion: the Implications of COLT for Teacher Education

Spada, Nina. (1990).Observing Classroom Behaviours and Learning Outcomes in Different Second Language Programs. In Jack C. Richards and David Nunan (eds.).Second Language Teacher Education. Cambridge University Press.293-313

Reference