What is the continuing influence of Situational Language Teaching (SLT) and Community Language Learning (CLL) in the modern ELT classroom and how do they connect to second language acquisition (SLA) theories? Where SLT strongly emphasises oral practice, grammar and sentence patterns, CLL offers specific techniques based on counselling rather than a method in its own right.
How do they compare?
In regard to the workflow and procedures of SLT, one of its most relevant and continuing legacies is the Presentation-Practice-Production (PPP) format: introduction of a new teaching item in context; controlled practice of the item; and a freer . . .
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