This study investigated several roles enacted by an EFL teacher to guide or model English teachers of communicative language teaching (CLT). For this study, the author carried out research in which she integrated language and literature to promote students’ participation in a CLT classroom. The researcher also taught a class with the intention of changing her own teaching practice as a practitioner researcher. Data collection consisted of audio-recordings of classroom conversations and interviews, students’ writing in and outside of the classroom, a survey, the classroom teacher’s field notes, and other classroom documents. The analysis of data revealed that the teacher carried out several roles - provider, communicator, collaborator, and facilitator - which differed from traditional language classrooms. The findings would be beneficial to EFL teachers of communicative language classrooms.
This study investigated several roles enacted by an EFL teacher to guide or model English teachers of communicative language teaching (CLT). For this study, the author carried out research in which she integrated language and literature to promote students’ participation in a CLT classroom. The researcher also taught a class with the intention of changing her own teaching practice as a practitioner researcher. Data collection consisted of audio-recordings of classroom conversations and interviews, students’ writing in and outside of the classroom, a survey, the classroom teacher’s field notes, and other classroom documents. The analysis of data revealed that the teacher carried out several roles - provider, communicator, collaborator, and facilitator - which differed from traditional language classrooms. The findings would be beneficial to EFL teachers of communicative language classrooms.
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