The Communicative Language Teaching Paradigm and Key Competencies

theFacultyofEducation

2008,2(1),183-199

Article

TheCommunicativeLanguageTeaching

ParadigmandKeyCompetencies

KenzoTakizawa

(FacultyofEducation,HakuohUniversity) Thepurposeofthispaperistotrytofindawaytoincreaseimplementation ofCommunicativeLanguageTeaching(CLT)inJapan.Thepaperdiscusses eightaspectsofCLTandreviewstheeducationalbackgroundphilosophies suchasheycompetenciesorikiruchikara(zestforliving).CLTaimsat developingthecommunicativeabilitiesneededforasuccessfullifeanda well-functioningsociety.TheActionPlantoCultivate"JapanesewithEnglish Abilities"(MEXT,2003)isaJapaneseversionofCLT.

1.Introduction

ThoughEnglishteachersinJapanesepublicschoolswererequested

toimplementcommunicativewaysofteachingEnglishbytheMinistryof Education,Culture,Sports,ScienceandTechnology(MEXT)inthe1990s, communicativelessonsinEnglishhaveonlybeenpartiallyimplemented. TheActionPlantoCultivate"JapanesewithEnglishAbilities"(MEXT,2003)is aJapaneseversionofCornmunicativeLanguageTeaching(CLT).TheAction Planaimsathavingstudentsmasterthebasiccommunicationabilitieswhich everyJapaneseneedstoacquireforasuccessfullifeinaglobalizingsociety.

WillJapanbeacountrywherepeoplecanconductbasiccommunication

inEnglish?TheanswerdependsonwhethertheActionPlanworkswellin

Japanornot.

"Theconceptofikiruchikara(zestforliving)anticipatedthekey

competenciesoftheOrganizationforEconomicCo-operationand

Development(OECD),"saidthesummaryreportbytheCurriculum

DivisionoftheJapaneseCentralEducationalCouncil(2007).Thisindicates thateitherJapanhasanoriginalpedagogicalphilosophy,zestforliving,which isequivalenttotheOECD'skeycompetencies,orthatJapanhasadifferent phrase,butisactuallygoinginthesamedirection.Theconceptofzestfor

hvllegappearedmdrscussing"TheModelforJapaneseEducationinthe

Perspectiveofthe2lstCentury"bytheCentralCouncilforEducation(MEXT, 1996).MEXTexplainsthatzestforlivingiscomposedof"comprehensive learningability,""richhumanity,"and"ahealthybody"(MEXT,2005). "Comprehensivelearningability"isalmostexactlytheequivalentofthekey competencies,meaningtheabilitytolearn,thinkindependently,andsolve hands-onproblemsinachangingsocietybyandforoneself.Zestforlivingis emphasizedasapedagogicalconceptinthenewgovernmentguidelinesfor teachingthatwillbeimplementedin2011,too.

ToexaminetheconnectionbetweenCLTandkeycompetencies/zest

forliving,thispaperreferstoofficialdocumentsfromtheOECDand

theEuropeanUnion(EU)andaresearcharticle,"Understandingand

ImplementingtheCLT(CommunicativeLanguageTeaching)Paradigm"by JacobsandFarrell(2003).

2.CLTandKeyCompetencies

ThemajordefinitionsofkeycompetenciesareidentifiedbytheOECDand

theEU.TheOECD'sDefinitionandSelectionofCompetencies(DeSeCo)

Project(PISA,2005)definedkeycompetenciesasthethingsweneedfor asuccessfullifeandawell-functioningsociety.Thekeycompetenciesare dividedintothreebroadcategorieswithexplanationsofhowtheseare relevanttomodernlife.Thecategoriesareasfollows:

1)Usingtoolsinteractively:Individualsneedtobeabletousetools suchaslanguage,knowledge,andinformationtechnologyinorder tocommunicateandtosolveproblems.

2)Interactinginheterogeneousgroups:Inanincreasingly

interdependentworld,indiviidualsneedtobeabletointeractwithall kindsofpeople.

3)Actingautonomously:Individualsneedtobeabletotake

responsibilityfortheirownlives,situatetheirlivesinthebroader socialcontext,andactautonomously.

Theconceptsofthekeycompetenciesarethebasicframeworkofthe

ProgrammeforInternationalStudentAssessment(PISA)whichassesses howfarstudentshaveacquiredtheknowledgeandskillsessentialforfull participationinsociety.TheEUusestheword"competence"insteadof "competency,"buttheconceptsaresimilar.TheEUaimsatbeing"themost competitiveanddynanricknowledge-basedeconomyintheworld"(European Commission,2004),anditdefinedthekeycompetencesas"atransferable, multifunctionalpackageofknowledge,skillsandathtudesthatallindiviiduals needforpersonalfulfillmentanddevelopment,inclusionandemployment"

(EuropeanCommission,2004).Inthisphrase,"transferable"means

applicableinmanysituationsandcontexts,"multifunctional"meansusable toachieveseveraldifferentobjectives,and"inclusion"meansaccepting diversityandmakingaunitastheEuropeanUnion.

Thetablebelowcomparesthesethreeconcepts: Concept Definition ZestforLiving(Ikiruchikara,MEXT) comprehensivelearningability richhumanity ahealthybody KeyCompetencies(OECD) usingtoolsinteractively interactinginheterogeneousgroups actingautonomously KeyCompetences(EU) Thingsthatallindividualsneedfor personalfulfillmentanddevelopment activecitizenshipandinclusion employability

Thesethreeconcepts(zestforlivingofMEXT,keycompetenciesof

theOECD,andkeycompetencesoftheEU)havethesamebasicideaof

producingpeoplewhocansurviveinaconstantlychanging,interdependent world.Inthecaseofforeignlanguageteaching,thismeansdeveloping communicationskills.Tosolveproblems,itisessentialforpeopletobe abletocommunicatewithaheterogeneousgroupofpeopleusingforeign

languages.ThisishowCLTandkeycompetenciesarecorrelatedandwhy

theActionPlantoCultivate"JapanesewithEnglishAbilities"wasissuedfor JapaneseEnglisheducation. CLToriginatedinthe"thresholdsyllabus"ofvanEk(Rost,p.116).Threshold LevelbyvanEkwaspublishedbytheCouncilofEuropein1975.Itdealswith theobjectivesforwhatlearnersshouldbeabletodobymeansoflanguage tocommunicatewithpeoplefromothercountries,toexchangeinformation andopinionsoneverydaymatters,andtoconductthenecessarybusinessof everydaylivingwhenabroad.Thethresholdlevelisthelevelatwhichpeople canaccomplishtheabove-mentionedtaskswithpeoplefromothercountries (vanEkandTrim,1998).Now,CLTindicatesgeneralteachingapproaches

whosegoalsaretocultivatecommunicativecompetence(Shirahata,

Tomita,Muranoi,andWakabayashi,2003).Nunan(2003)definesCLT

as"alanguageteachingmethodbasedontheconceptthatinteractionis thekeytolanguagelearningandthatstudentsmusthaveopportunities tocommunicateduringlessons."Sincecommunicativecompetenceisan importantcomponentofkeycompetencies,itisnaturalthatCLTisadoptedas anappropriateteachingapproachforcultivatingkeycompetencies. Asinternationalinterdependencygainsspeed,Japanneedsmoreand morepeoplewhocanparticipateinglobaleconomiccompetition.Evenat theprivateindividuallevel,theopportunitiestointeractwithpeoplefrom differentculturesareincreasinginthisglobalizingworld.Thegoalofthe ActionPlantoCultivate"JapanesewithEnglishAbilities"is"ongraduating fromjuniorhighschoolandseniorhighschool,graduatescancommunicate inEnglish"(MEXT,2003).TheActionPlanrequeststeacherstoconduct theirclassesinEnglishandintroducemanyactivitiesinwhichstudentscan communicateinEnglish.JapaneseEnglishteachersinpublicschoolsare expectedtoteachstudents"throughtherepetitionofactivitiesmakinguseof Englishasameansofcommunication"(MEXT,2003).

3.EightAspectsoftheCLTParadigmShift

JacobsandFarrell(2003)calltoday'sCommunicativeLanguageTeaching the"CLTparadigmshift,"andidentifyeightaspectsintheCLTparadigm. Theeightaspectsare:Iearnerautonomy,thesocialnatureoflearning, curricularintegration,afocusonmeaning,diversity,thinkingskills, alternativeassessment,andteachersasco-learners.Thephrase"paradigm shift"wasoriginallyusedbyKuhn(1970)todescribescientificchange,for

exampletheshiftfromPtolemaictoCopernicanastronomy.Thoughthe

paradigmshiftsdiscussedbyKuhnemergedsuddenly,theCLTparadigm

shiftseemstobegradualinJapan.CLTispartiallyandveryslowlybeing implementedinspiteofthecatchphrase,"CultivateJapanesewithEnglish Abilities." Anoutlineoftheeightaspectsfollows.TheimplementationofCLTin Japanisalsoreviewed.

1)Learnerautonomy:Teachersshouldchangefromteacher-centered

instructiontolearner-centeredinstruction.Theconceptoflearner

autonomyisoneelementofthekeycompetencies.Theknowledge

whichisacquiredpassivelyinaclassisnotenoughtosolvefuture

unpredictableproblems.Itisveryimportantforlearnerstobeawareof theproblemsandtostudybythemselvestosolvethem.

Thereareseveralwaystoenhanceautonomy.InJapan,topromote

learnerautonomy,sorneschoolsprovideaspaceandguidancefor

autonornouslearning,suchasaself-accesslanguagelearningcenter.

Smallgroupactivitiescanbeonewaytopromoteautonomybecause

havingstudentscollaboratewiththeirpeersleadstolessdependenceon theteacher.Withself-assessment,studentsdonothavetowaitforthe teacher'sdirectionanymore.

2)TheSocialNatureofLearning:Studentslearnfromothersandteach

themallthetime.Inanactualclassroom,itwillbeveryimportantfor teacherstoestablishcooperationasavalue.Teachersshouldestablisha balancebetweencompetitionandcooperation.Goodcooperationinvolves theteachingofcollaborativeskillsandcommunicationstrategiessuchas disagreeingpolitely,askingforhelp,andclarification.Theseskillsarea partoftheheycompetencies. Nowmostteachersareawareofthesocialnatureoflearning.Group

work,suchastask-basedlanguageteaching,hasbecomecommonin

Englishclasses,particularlyatthecollegelevel.Projectactivities,such asservice-1earning,provideopportunitiesforstudentstogaintheirkey competencies.Service-learningisateachingandlearningprojectthat combinescommunityservicewithacademicachievement.Forexample, asacreditsubjectintheschoolcurriculum,educationmajorstudents

cangotoanelementaryschoolandlearnthroughtheexperienceof

workingwithpupils.Tolinkacademicknowledgeandthewiderworld, itwillbeveryeffectiveforstudentstoparticipateinprojectssuchas service-1earning. 3)CurricularIntegration:Theconceptofcurricularintegrationisnotto focusononesubject,buttocombineseveralsubjectsinoneclass. The"PeriodsforIntegratedStudy"(Sougotekina-Gahushuno-Jikan) aresuitableforimplementingcurricularintegrationbecausetheproject intheclassrequirescross-curricularstudy.Thepurposeofthe"Periods forIntegratedStudy"istocultivatewaysoflearningandthinkingand anattitudeoftryingtosolveorpursueproblemsindependentlyand creatively(MEXT,1998).The"PeriodsforIntegratedStudy"areset uptocultivatezestforliving.Itisveryunfortunatethatthemeritof "PeriodsforIntegratedStudy"isnotyetentirelyrecognizedbyJapanese societyandeducators.Theconceptofcurricularintegrationwilltake

animportantroleinJapaneseeducationinresponsetosuchsocial

changesasglobalizationandthedevelopmentofinformationtechnology. Implementingthe"PeriodsforIntegratedStudy"isachallengingbut worthwhiletaskforJapaneseteachers. Inabroadsense,content-basedlanguageclasseswherestudentslearn boththetargetlanguageandsubstantialcontentatthesametimeare

onetypeofcurricularintegration.

4)FocusonMeaning:Peoplelearnbychunkingnewinformationwith

existingknowledge.InCLT,thefocusliesinusinglanguage,notin languageusage.TheActionPlantoCultivate"JapanesewithEnglish Abilities"alsoemphasizesthis.MEXTexpectsteacherstoacquire acertainlevelofEnglishabilityandteachingtechniquewhichwill enablethem"toconductclasseswhichaimtodevelopproficiencyin termsofvocabularyandgrammarthroughtherepetitionofactivities

whereEnglishisusedasameansofcommunication"(MEXT,2003).

ThroughtherepetitionofactivitiesmakinguseofEnglishasameans ofcommunication,communicationskillisincreased.Itisimportantfor teacherstoestablishmanysituationswherestudentscancornmunicate

meaningfullywitheachotherinEnglishandtoconductclasses

principallyinEnglish. Theobstaclestoirnplementationofsuchcommunicativeclassesare thelackofteachers'skillsinspokenEnglishandthelackofstudents' motivationtostudycommunicativeskills.Studentsoftengivepriorityto preparingforentranceexaminationsortogettingbettertestscores.This isalsorelatedtotheissueofanESLversusanEFLsettingdiscussed laterinthispaper. 5)Diversity:Isdiversityamongstudentsconsideredtobeatroublesome

thingoranasset?InaCLTenvironment,diversityisseenasan

advantageforlanguagelearning.Diversitymeansdifferencesin

ethnicity,religion,socialclass,firstlanguage,achievementlevel,or learningstyle.Inthisageofinterculturalcommunication,wehavetobe tolerantofculturaldifferences.Oneofthemainkeycompetenciesisto

beabletointeractinheterogeneousgroups.InCLT,Iearningaforeign languageinvolvesthestudyofdifferentsocio-culturalaspectswhich learnershavetounderstandinordertocommunicatesuccessfully.

JapanisverymuchahomogenouscountrycomparedtotheUSAor

theEU.Culturally,Japanesearerelativelycollectivistic,andthescore ofUncertaintyAvoidanceishigh(Hofstede,1984).Seenfromthepoint ofviewofHofstede,Japanesehaveatendencytoavoiduncertaintyand tofeelsafeinhomogeneous,familiargroups.Inthefuture,however,

Japaneseteachersmayincreasinglyhavetodealwithdiversityin

theclassroom.Itwillbebettertoacceptdiversityandmakeuseofit. Actually,diversitycanprovidethelanguageclassroomwithsomereal andmeaningiulcommunicationactivities.

HereisonecaseofdiversityasanadvantageinacollegeEnglish

class.AtHakuohUniversity,from2003to2008,IhadoneEnglish

classeveryyearforinternationalstudents.Overtheyearstherewere studentsiromChina,Taiwan,Fiji,Samoa,Korea,Mongolia,andBrazil, andIdiscoveredthatitwasrelativelyeasyforthestudentsintheclass todeveloptopicsfordiscussion.Forexample,whenaBrazilianstudent saidsomethinglike,"Iwouldn'tparticipateinanywarforanyreason," abigdiscussionspontaneouslystartedinthegroup.Itwasamoment whenthestudentsstruggledtosaytheirowndifferentopinions,and everybodytriedtounderstandeachother.Discussioninculturally diversegroupsisinterestingbecausethestudentshavedifferentsocial andhistoricalbackgrounds.Therewerealsosomeotherfactors.Some studentscamefromculturesinwhichtheycouldsaytheiropinionsin frontofotherpeoplemoreeasilythanJapanesestudents.Otherstudents weremorementallymatureorolderthanthegeneralJapaneseuniversity population.

6)ThinkingSkills:Becauseinformationissoeasilyobtainedthese~

days,theessentialthingistousethatinformationwisely.Problem-solvingtasksincludethinkingskillsforanalyzingaproblem,applying information,andfindingasolution.Certainly,thinkingskillsareneeded here.Thethinkingskillsaretheso-calledhigher-orderthinkingskills, criticalthinkingandcreativethinking,whichleadtomorethanone correctanswer.Forteachers,itismucheasiertohandlequestionswith onecorrectanswer,sothepreferredstyleoftestquestionsareforms ofmultiplechoice,true-false,andfill-in-the-blankwhichhaveonlyone correctanswer. FromthepointofviewofCLT,acollectionofone-correct-answertype ofknowledgeislessvaluablethantheskillsforapplyingthisknowledge tobringingpersonalhappinessormakingasocialcontributionfor abetterworld.Groupprojectsordiscussionsrequirehigher-order thinkingskills.Discussingglobalissues,suchastheenvironmentor humanrights,helpsstudentstodevelopthinkingskills.Thinkingskills areoneofthemainkeycompetencies,too.

7)AlternativeAssessment:HowtoassessCLTisanimportanttopicin

Japan.OneofthecontroversialissuesofCLTishowweshouldassess communicativecompetency.Papertestswithmultiplechoice,true-false,andfill-in-the-blankquestionscannotbeusedforthemainform ofassessmentinCLTclassroomactivities.FromaCLTpointofview, teachersshouldassessnotonlywhattheyareteaching,butalsowhat studentsarelearning.Ideally,notonlytheteachers'assessment,but alsopeerassessmentshouldbeused.Realistically,thosealternative assessmentsarenoteasytopractice.Sincethepurposeofeducationis directlyrelatedtothemethodofassessment,itwillmakeabigdifference

whetherthemainconcernofeducationistocultivatekeycompetencies,or togetabetterscoreonapapertest. Thereareavarietyoftypesofassessment,suchasself-assessment,

portfolioassessment,andpeerassessment.Whentheconc,eptof

developingkeycompetenciesisdominantoverpreparingforentrance examinations,teacherscaneasilyusethosealternativeassessments. 8)TeachersasC0-1earners:Teachersarefacilitatorswholearnalongwith theirstudents.Fromthepointofviewofheycompetencies,becausethe worldiscomplexandconstantlychanging,Iifelonglearningisnecessary. Teachersthemselvesmustkeepstudyingandtryingtosolvehands-on problems.Teacherscanshowthemselvesasmodelsoflifelonglearners. TheCLTparadigmconsidersteachersasfacilitatorsorfellowlearners alongwiththestudents.ItisthestudentswhoarethecenterinaCLT classroom.Itisbystudentsthatthemainactivitiesintheclassroomare done.Tocarryoutsuchactivitieseffectively,itisimportantforteachers tostudyandtrytodevisecreativeactivitiessuitablefortheirstudents.

JapaneseteachershavetocreatetheirownversionofCLTfortheir

students.

4.PartialImplementationofCLTinJapan

ThereareseveralreasonswhyitisdifficulttoimplementCLTinJapan. 1)

O

Teacherfactors

LackofunderstandingofCLT:TheCLTparadigmshiftshouldbe

carriedoutasawholebecausetheeightaspectsarecloselyrelatedto oneanother.Sometimesitisdifficultforteacherstoimplementtheeight

aspectsofCLT.However,ifteacherstrygroupactivitiesinwhichstudents becomelessdependentonteachers,sharetheideasandexperiences

ofthegroupmembers,supporteachother,andengageinmeaningful

communication,teachersendupimplementingCLTandstudentscan

developsomekeycompetencies.

~)LackofabilityinspokenEnglish:CLTrequiresteacherswhohavea

certainlevelofspokenEnglishfluency.Non-native-speakerEnglish teachershavetoreachthisleveltoimplementCLT.Also,theyshould

haveadequateknowledgeofsociolinguisticsandcommunication

strategies(Brown,1987).NativespeakersofEnglisharemostsuitedfor CLT,butnon-native-speakerEnglishteachersalsoareabletoadequately useCLTbymodifyingittofittheirownEnglishlevels.InJapan,team teachingplaysanimportantroleinbringingCLTintotheclassroom. ~)Lackofalternativeassessmentforcommunicativecompetency:Currently

thereisnotanystandardassessmentsystemforCLT,soassessment

ofcommunicativecompetenceisaproblem.Itisnecessarytodevelop

guidelinesforanalternativeassessmentsystemwhichcanmeasure

students'communicativecornpetence. 3.Studentfactors

OWeakmotivationforcommunicativecompetency:Moststudentsgive

prioritytobettertestscores,sotheydonothaveastrongmotivationto participateincommunicationactivitiesenthusiastically. ~)WeakEnglishproficiency:Veryoften,students'Englishproficiencyistoo 10wtoallowthemtoexpressthemselvesadequatelyinEnglish. ~)Shameculture:JapaneseEnglishlearnershesitatetospeakEnglishin classbecauseofthe"shameculture"(Benedict,1946)inwhichtheydo notwanttostandoutormakemistakesinfrontofotherpeople.

3)Othercontroversialissues

OESLvs.EFL:Japanisacountrywherepeoplegenerallydonotneedto

useEnglishindailylife,sotheydonotgetoutofthecornfortable"one language"modeeasily.ThereisnotanurgentnecessityforJapaneseto mastercommunicativeEnglishtomakealivinginJapan.Englishtaughtin countrieslikeJapaniscalledEnglishasaForeignLanguage(EFL).Often inEFLsituations,teachersaremostlyschool-taughtnon-nativespeakers. Ontheotherhand,inEnglishasaSecondLanguage(ESL)situations, peopleuseboththeirmothertongueandEnglishasofficiallanguages,so thereismorepracticalnecessitytostudyEnglishthaninEFLsituations. InESLcountries,studentshavemanychancestohearandspeakEnglish outsideofclass,whileinEFLcountries,studentsusuallyhavelessofa learningenvironmentoutsideschool.So,thelanguageenvironment(ESL vs.EFL)makesabigdifferenceinimplementingCLT.Acontroversial issueiswhetherCLTiseffectiveinEFLsituationsornot. RCreationofaversionofCLTforEFLsituations:SinceCLTwasoriginated inESLsituations,teachersinJapanhavetodeveloptheirownlocally-appropriateversionofthecommunicativeapproachinsteadofaccepting

CLTuncritically.CLTversionsfortheirownstudentsshouldbe

researchedandcreatedbyindividualteachers.Itisamodelofhey

competenciesforteacherstofindawaytoimplementCLTinJapan.

RGrammarteaching:Teachersshouldnotexcludegrammarteaching.

Generally,Iearnersatacertainagepayattentiontothegrammatical differencesbetweenJapaneseandEnglish.SincetheJapaneselanguage

isquitedifferentfromtheEnglishlanguageingrammar,grammar

lessonswillhelpfillthegapbetweenthetwodifferentlanguages.

GrammarknowledgeworksasatoolforunderstandingEnglish. ~Classsize:Veryoftenthereare40studentsinaclassinJapan,whichistoo

manytopracticeclassroomactivitieswherestudentscancommunicatein English.Halfofthatnumberofstudentswillbepreferable.

OAccuracyvs.Fluency:InCLT,theemphasisliesinfluency,meaning,

andprocess.NowtheemphasisinJapanisonaccuracybecauseofthe

importanceofexaminations,butteachersneedtobalancefluencyand accuracy.Havingappropriateguidelinesforalternativeassessmentwill helpthisproblem.

5.Concludingremarks

ThezestforlivingofMEXT,thekeycompetenceiesoftheOECD,and

thekeycompetencesoftheEUareallrootedinthesameidea,whichis

thatself-sufficientindividualsareneededintheeraofrapidglobalization.

CLTwasadoptedasanapproachtoacquirecommunicationskills.CLTis

characterizedasabroadteachingapproachwhoseassessmentishowwell learnershavedevelopedtheircommunicativecompetence.Theonemain featureofCLTistolearncommunicationthroughinteractioninthetarget

language.MEXTadoptedtheideaandexpectsEnglishteachersinJapan

toconducttheirclassesmostlyinEnglishand"cultivatecommunication abilitiesthroughtherepetitionofactivitiesmakinguseofEnglish."Thegoal oftheActionPlantoCultivate"JapanesewithEnglishAbilities"istocultivate

communicativecompetenceinordertoproducepeoplewhocanfunction

wellinthefutureworld. Watanabe(2004)saysthat"itisthenightbeforetherevolutioninEnglish education."TherehavebeenchangesinJapaneseEnglisheducation,such asintroducingtheActionPlantoCultivate"JapanesewithEnglishAbilities" in2003,startingthelisteningtestsectionintheexaminationproducedby theNationalCenterforUniversityEntranceExaminationsin2005,and

finallyincludingEnglishclassesasarequiredsubjectinelementaryschool from2011.Otherresearchersdescribethesechangesasa"paradigmshift" (Otani,2003;Yoshida,2006),whichindicatesafundamentalchangein Englisheducation.Thecauseofthesechangesismainlytheprogressof globalizationandinformationtechnology.

However,thereisadoubtabouthowwellthecommunicativeapproach

willsettleinJapan.Thereareseveralreasonsforthis.Onemainreasonis thatteacherssometimesmissthelargerpicture.Sincetheeightaspectsare closelyconnectedtoeachother,teachersshouldgraspthemasawholeby consideringCLTasanapproachtocultivatethekeycompetenciesorzestfor living. Japan'sEnglisheducationisinthebeginningstagesofaCLTparadigm shift.FromtheCLTparadigmpointofview,"TeachersasC0-1earners"is

perhapsthemostimportantoftheeightaspectsoftheCLTparadigm.If

"teachersasco-learners"createtheirownteachingapproachortheirown CLTversiontosuittheirownstudentsusingtheirown"thinkingskills,"they willshowtheirstudentsamodelofkeycompetenciesorzestforliving.

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