Abstract:

The aim of this paper is to explore the implementation of communicative language teaching (CLT) and the challenges this faces in the pedagogic culture of Saudi Arabian schools. To achieve this aim, this paper will review relevant studies conducted from 2010 to 2019.

In theory, the CLT approach is premised on several principles (Brown, 2014). First, the focus on the studied language should not be limited to only one aspect of communicative competence. Secondly, proficiency and fluency are equally necessary in this approach. Further, the language taught has to be meaningful and authentic. Finally, the learners must use language productively.

This paper uses Bernstein’s (2000) theory of pedagogic discourse to compare how CLT is conceptualised, and how it is implemented. This theory has two foundational concepts, classification and framing. Classification refers to the boundaries between subjects and knowledge. Framing refers to the control over this transmission of knowledge. The strength of classification and framing can vary. Using these concepts the paper will argue that CLT pedagogy is designed as weak classification and weak framing. However, CLT in theory may differ from CLT in practice. As reported in the literature, the practice of CLT in Saudi Arabian settings is typically strong in both classification and framing. The literature reviewed suggests that Saudi teachers typically continue with explicit grammar instruction rather than encourage the students to participate in more communicative pedagogies because the teachers’ main concern was controlling student behaviour in the classroom. The study also found that most of the teachers used strong framing in CLT activities to encourage students and to give them more space to communicate as well as more choices in their learning.

This paper will pose questions about policies that require the use of CLT in Saudi Arabian classrooms without consideration of the pedagogic cultures in such settings.

Keywords:

Implementation, communicative language teaching, pedagogic, competence, classification, framing, boundaries, Saudi.