From my perspective, CLT is, first of all, pragmatic since it looks for the development of

adaptive speaking skills in our students, encouraging them to overcome speaking adversities
that inevitably oftentimes arise in a real conversation through paraphrasing the words that
either they don’t know or haven’t yet built the enough confidence to utilize them properly.

Second, another characteristic of CLT is that it’s significant. CLT strive to use meaningful topics
as a means of not only teaching the grammar and vocabulary structures but it also promote
authentic interactions and cooperative learning among the students, making them fairly more
responsible for their own learning. In this vein, an additional benefit of this feature is that it
could arouse genuine interest in students for learning further and further by their own what is
ultimately the best prove that our labor as teachers instill passion for relentless continuous
learning.

Finally, I consider CLT as revolutionary, as the previous systems to learn a new languages were
limited to passive listening or filling grammar gaps. Instead, it proposed the utilization
‘functional activities’ (described in the two previous characteristics) which go further than
useless memorization of conversations and/or shadowing a pre-established dialogue and on
that ground, was a historic milestone which laid the groundwork for the construction of the
modern interactive styles of teaching a foreign language.

First and foremost, the clearest drawback is the inexorable necessity of supportive vocabulary.
Due to his nature, this method would be useless if it was only restricted to make students talk
and talk without putting so much emphasis on a decent amount of targeted vocabulary
provided that ‘being fluent’ doesn’t mean that you could express yourself perfectly or at least
the closest thing to that in a language; as an example to illustrate my point, you could express
a feeling that you have at the speaking moment as ‘bad’ and feel confident using that
expression, however, there are strong odds that you could voice your current sensation as
feeling ‘miserable’, ‘disappointed’, ‘betrayed’, ‘mediocre’ and so on; these being more specific
and meaningful words to picture to other people what sentiments you’re experiencing. Thus,
this method, to my mind, should always be accompanied by readings, audio materials or
videos that content a bunch of words to express student’s ideas about the topic the in more
distinct feasible manner.
The second aspect that could be a complication to acquire Vantage in a foreign language, is
apparently, the absence of native speakers. According to some seasoned experts, this scarcity
is a handicap in view of the fact that if there are not native speakers in the surroundings,
students won’t have the scope to be immersed in real conversational settings to practice and
reinforce what they’ve just been taught. Now, from my perspective, this quote-unquote
downside doesn’t exist anymore given that we’re in this outstanding technological era and
now is a matter of a couple of clicks to obtain an entire native-like atmosphere.
Notwithstanding the fact that English is not a phonetic language, it could be totally reasonable
to spend some time practicing the correct pronunciation of the aimed vocabulary until you
procure at least a passable one. Nevertheless, that does not detract from the fact it’s utterly
attainable not only to listen or read to the myriads of learning materials scattered all over the
Internet related to the topic that students have just learn about so as to revise it, but also to
make critical thoughts or merely construct our own ideas about them as we were talking to the
speaker.

That’s a thought-provoking personal question. I strongly consider English as my second native

language; even though I’m indeed not a native speaker, I push really hard every single day to
enhance the quality of my English performance. I’m never going to feel conformable in the
status quo, hence, I’m incessantly seeking for this relentlessly constant advancement that one
day will turn me into a virtually native speaker.

Regarding the second question, I’m quite positive that the way I see the learning language
process, explained previously, is going to impact my classroom in the best way conceivable. In
my self-process of language learning I’ve discovered numerous tools that I’m quite sure that at
least one of them, could be handy for the purpose of facilitating the language acquisition in my
students. Moreover, I also long to be a figure that instills self-confidence and motivation to
learn the language, since one day I was a person like them, without the slightest notion of
English and now, after a lot of hard work, I’m their teacher. A side benefit I could take
advantage of to revamp my classes is that, as a non-native speaker, it’ll pretty easy to me to
notice the exact areas that my students need to brush up on the most and provide them the
proper assistance.

Essentially, concerning language acquisition I’m an ardent supporter of the quote ‘input before
output’ which means: it’s vital that for you to speak or write a word fluently, properly and
confidently you need to have already heard it literally countless times in varied contexts.
Therefore, no wonder the compound that I am most familiar with is discourse competence,
and to be more specific, I am a firm lover of its subcomponents related to input-discourse
competence, such as the textual competence established in the academic material. Indeed, I’m
successfully experimenting with the acquirement of proper language chiefly based on
overloading my brain with the target expressions or words that I could picture myself
comfortable using it in a real conversation through listening and reading those expressions or
words a lot in textbooks, audios or videos until the moment I am so accustomed to them that I
could easily and spontaneously draw on them in a dialogue or piece of written if suitable,
without any type of hesitation. Of course, I practice the pronunciation of the words addressed
in some point of this approach but that is merely to ensure a decent pronunciation on the
basis of the fact that English is not a phonetic language. After this process, they are now
impregnated in my active vocabulary and the same procedure is repeated again to advance my
discourse competence.

The discourse competence

1. First and foremost, I would encourage my students to read materials according to the
general level of the classroom and if possible, listen to and audio version of the texts at
the same time to not only become the ears of my students used to those new sounds
but also to prevent them from picturing and engraving inside their minds inaccurate
mind phonetic constructs that down the line could affect their spoken performance as
well. (Not listening to the words in a language like English could unfortunately trigger a
snowball effect).
2. After reading, I would reproduce some listening materials connected to the topic
under discussion to reinforce the target words previously read. It’s remarkable to say
that any material used in this process should necessarily be fitting to the level of the
students in and hormetic way, not too easy but not rather stressful either, in order to
generate an eustress that allow them constantly progress in the taught language.
3. Having listened to the materials, I would ask them specific questions that enable me to
assess their understanding of the overall essential significance and incidentally
thereby, they will strengthen the association between a targeted words and their
meanings, not as a translation from the native language but rather as a mental picture
of the word that will be expelled contingent on the language contexts that they have
already created in their minds by dint of the previous input exposure.
4. Once we finish that brief examination, it’ll be time to start producing meaningful
spontaneous conversations in pair or groups. Needless to say, it’s crucial that the
students should utilize the aimed language and prioritize the structures that they feel
comfortable using as well as the most common ways to express a posture about the
area studied. My role as a teacher in this part of the class would involve correcting
only the mistakes that could become a real menace for the global understanding of the
ideas in the ongoing conversation and taking notes of the most typical minor errors
among the students to give them compact feedback about them afterwards.
5. Last but not least, I consider writing as the most underrated language skill in
proportion to the gains that they could lead to when it comes to fluency and
confidence in a foreign language. A quote that I love about it is ‘if you can write, you
can say it’ and this implies that if you’re a superb writer, there’s no reason for you to
be mediocre as a speaker because your brain is already able to articulate correctly and
properly the words, all you would need is to practice some pronunciation and learn
how to accompany your thoughts with the gestural language so as to convey your
ideas in a manner that result completely impossible to your interlocutor to grasp at
least the essentials of your message. Therefore, I am obliged to finish my classroom
with a piece of writing contained the feelings and/or thoughts that my students have
experienced during the course of the class and, one more time, using the target
language, but this occasion the language structures should be expressed in an
appropriate way for the hand activity.
From my perspective, CLT is, first of all, pragmatic since it looks for the development
of adaptive speaking skills in our students, encouraging them to overcome speaking
adversities that inevitably oftentimes arise in a real conversation through
paraphrasing the words that either they don’t know or haven’t yet built the enough
confidence to utilize them properly.

Second, another characteristic of CLT is that it’s significant. CLT strive to use
meaningful topics as a means of not only teaching the grammar and vocabulary
structures but it also promote authentic interactions and cooperative learning among the
students, making them fairly more responsible for their own learning. In this vein, an
additional benefit of this feature is that it could arouse genuine interest in students for
learning further and further by their own, which is ultimately the best prove that our
labor as teachers instill passion for relentless continuous learning.

Finally, I consider CLT as revolutionary, as the previous systems to learn a new

languages were limited to passive listening or filling grammar gaps. Instead, it proposed
the utilization ‘functional activities’ (described in the two previous characteristics)
which go beyond than useless memorization of conversations and/or shadowing a pre-
established dialogue and on that ground, was a historic milestone which laid the
groundwork for the construction of the modern interactive styles of teaching a foreign
language.

First and foremost, the clearest drawback is the inexorable necessity of supportive
vocabulary. Due to its nature, this method would be useless if it was only restricted to
make students talk and talk without putting so much emphasis on a decent amount of
targeted vocabulary provided that ‘being fluent’ doesn’t mean that you could express
yourself perfectly or at least the closest thing to that in a language. As an example to
illustrate my point, you could express a feeling that you have at the speaking moment as
‘bad’ and feel confident using that expression, however, there are strong odds that you
could voice your current sensation as feeling ‘miserable’, ‘disappointed’, ‘betrayed’,
‘mediocre’ and so on; these are by far more specific and meaningful words to picture to
other people what and how you’re experiencing your sentiments. Thus, this method, to
my mind, should always be accompanied by readings, audio materials or videos that
content a bunch of words to express student’s ideas about the topic the in more distinct
feasible manner.

The second aspect that could be a complication to acquire Vantage in a foreign

language, is apparently, the absence of native speakers. According to some seasoned
experts, this scarcity is a handicap in view of the idea that if there are not native
speakers in the surroundings, students won’t have the scope to be immersed in real
conversational settings so as to practice and reinforce what they’ve just been taught.
Now, from my perspective, this quote-unquote downside doesn’t exist anymore given
that we’re in this outstanding technological era and now is a matter of a couple of clicks
to obtain an entire native-like atmosphere. Notwithstanding the fact that English is not a
phonetic language, it could be totally reasonable to spend some time practicing the
correct pronunciation of the aimed vocabulary until you procure at least a passable one.
Nevertheless, that does not detract from the fact it’s utterly attainable not only to listen
or read to the myriads of learning materials scattered all over the Internet related to the
topic that students have just learned about in order to revise it, but also to make critical
thoughts or merely construct our own ideas about them as if we were talking to the
speakers.

That’s a thought-provoking personal question. I strongly consider English as my second

native language; even though I’m indeed not a native speaker, I push really hard every
single day to enhance the quality of my English performance. I’m never going to feel
conformable in the status quo, hence, I’m incessantly hunting for this relentlessly
constant advancement that one day will turn me into a virtually native speaker.

Regarding the second question, I’m quite positive that the way I see the learning
language process, explained previously, is going to impact my classroom in the best
way conceivable. In my self-process of language learning I’ve discovered numerous
tools that I’m quite sure that at least one of them, could be handy for the purpose of
facilitating the language acquisition in my students. Moreover, I also long to be a figure
that instills self-confidence and motivation to learn a language, since one day I was a
person like them, without the slightest notion of English and now, after a lot of hard
work, I’m their teacher. A side benefit I could take advantage of to revamp my classes
is that, as a non-native speaker, it’ll pretty easy to me to notice the exact areas that my
students need to brush up on the most and provide them the proper assistance.

Essentially, concerning language acquisition I’m an ardent supporter of the quote ‘input before
output’ which means: it’s vital that for you to speak or write a word fluently, properly and
confidently you need to have already heard it literally countless times in varied contexts.
Therefore, no wonder the compound that I am most familiar with is discourse competence,
and to be more specific, I am a firm lover of its subcomponents related to input-discourse
competence, such as the textual competence established in the academic material. Indeed, I’m
successfully experimenting with the acquirement of proper language chiefly based on
overloading my brain with the target expressions or words that I could picture myself
comfortable using it in a real conversation through listening and reading those expressions or
words plenty of times in textbooks, audios or videos until the moment I am so accustomed to
them that I could efforlessly and spontaneously draw on them in a dialogue or piece of written
if suitable, without any type of hesitation. Of course, I practice the pronunciation of the words
addressed in some point of this approach, yet that is merely to ensure a decent pronunciation
on the basis of the fact that English is not a phonetic language. After this process, those
words/expressions are now impregnated in my active vocabulary and the same procedure is
repeated again to advance my discourse competence.

The discourse competence

1. First and foremost, I would encourage my students to read materials according

to the general level of the classroom and if possible, listen to and audio version
of the texts at the same time to not only become the ears of my students used to
those new sounds but also to prevent them from picturing and engraving inside
 their minds inaccurate phonetic constructs that down the line could affect their
spoken performance as well. (Not listening to the words in a language like
English could unfortunately trigger a snowball effect).
2. After reading, I would reproduce some listening materials connected to the topic
under discussion to reinforce the target words previously read. It’s relevant to
remark that any material used in this process should necessarily be fitting to the
level of the students in and hormetic way, not too easy but not rather stressful
either, in order to generate the adequate eustress that allow them to constantly
progress in the taught language.
3. Having listened to the materials, I would ask them specific questions that enable
me to assess their understanding of the essential significance of the
apprenticeship materials and incidentally thereby, they will strengthen the
association between a targeted words and their meanings, not as a translation
from the native language but rather as a mental picture of the words, explained
with other words of the foreigh tongue, that afterwards will be expelled
contingent on the language contexts that they have already created in their minds
by dint of the previous generous input exposure.
4. Once we finish that brief examination, it’ll be time to start producing meaningful
spontaneous conversations in pair or groups. Needless to say, it’s crucial that the
students should utilize the aimed language and prioritize the structures that they
feel comfortable using as well as the most common ways to express a posture
about the area studied. My role as a teacher in this part of the class would
involve correcting only the mistakes that could become a real menace for the
global understanding of the exchange of ideas in the ongoing conversation and
taking notes of the most typical minor errors among the students and
subsequenly give them compact feedback about those inaccuracies.
5. Last but not least, I consider writing as the most underrated language skill in
proportion to the singnificant gains that they could lead to when it comes to
fluency and confidence in a foreign language. A quote that I love about it is ‘if
you can write, you can say it’ and that implies that if you’re a superb writer,
there’s no reason for you to be mediocre as a speaker because your brain is
already able to articulate correctly and properly the foreign words, in that case,
all you would need is to practice some pronunciation and learn how to
accompany your thoughts with the gestural language so as to convey your ideas
in a manner that result completely impossible to your interlocutor to grasp at
least the essentials of your message. Therefore, I am obliged to finish my class
with the production of piece of writing contained the feelings and/or thoughts
that my students have experienced during the course of the lesson and, one more
time, using the target language, but this occasion the language structures should
be expressed in an appropriate way for the hand activity.