The role of the English language teacher in Communicative Language Teaching

Jennifer Schumm Fauster; Ulla  Fürstenberg

doi:10.25364/978-3-903374-05-8

The role of the English language teacher in Communicative Language Teaching

Authors

Jennifer Schumm Fauster University of Graz

Ulla Fürstenberg University of Graz

DOI: https://doi.org/10.25364/978-3-903374-05-8.002

Synopsis

In this chapter, we ask the following questions:
What has the influence of CLT been on classroom practice in Austria?
What are the main characteristics of CLT?
What is the difference between ‘strong’ and ‘weak’ CLT?
What is meant by the ‘post-communicative approach’?
What is the role of the teacher in CLT?

Author Biographies

Jennifer Schumm Fauster, University of Graz

Jennifer Schumm Fauster is a senior lecturer in the Department of English Studies at the University of Graz. She teaches English language and ELT methodology courses. In addition, she is a teacher trainer at Pädagogische Hochschulen (Univer-sity Colleges of Teacher Education) in Austria. Her main areas of interest are using young adult literature in the language classroom, intercultural communication and writing in the L2 context. She is the academic coordinator of the European Joint Master’s Programme in English and American Studies.

Ulla Fürstenberg, University of Graz

Ulla Fürstenberg is a senior lecturer in the Department of English Studies in Graz, where she teaches English language and ELT methodology classes. Her research interests include (teacher) language awareness and the integration of content and language in higher education. She has taught professional development courses on teaching in English for lecturers at different universities and seminars on L2 writing at Pädagogische Hochschulen (University Colleges of Teacher Education). She has recently contributed teaching materials to an Austrian coursebook series.