ORGANIZATIONAL CULTURE, ADMINISTRATIVE BACKING, AND EDUCATOR SELF-BELIEF: A MULTILEVEL EXAMINATION OF PROFESSIONAL CONFIDENCE AND JOB COMMITMENT

Abstract

The approaches that were popular prior to CLT were the Situational Language Teaching approach, the Audio-Lingual approach, and the Grammar-Translation technique. These techniques required form memorization and practice. Learning a language during World War II was done for practical reasons. Studying literary works and just learning grammatical rules were deemed insignificant. The ability to utilize language for pragmatic purposes became crucial. To put it another way, the capacity to communicate effectively is a prerequisite for learning a foreign language. At this moment, Communicative Language Teaching (CLT) replaced these approaches. The introduction of CLT caused a significant shift in the way that second language instruction was conducted. The primary cause of this shift is that teachers started to understand that the major objective of teaching foreign languages is to help students become more communicative.

A large number of immigrants arrived in Europe in the 1970s, and in order to find work, they had to pick up English fast. The employees were unable to communicate with their bosses using the Grammar-Translation and Audio-Lingual technique drills. According to Jack C. Richards (153), "British applied linguists started to question the theoretical assumption underlying the Situational Language Teaching."  The scope of CLT has grown since the mid-1970s. It is currently viewed by both American and British supporters as an approach (rather than a technique) that seeks to: (a) make communicative competence the purpose of language instruction; and (b) provide methods for teaching the four language skills that recognize the connection of language and communication. Richards, Jack C., 155.