Communicative Language Teaching in Action: Putting Principles to Work by Klaus Brandl (review)

Methods and Materials edited by Sarah Jourdain BRANDL, KLAUS. Communicative Language Teaching in Action: Putting Principles to Work. Upper Saddle River, NJ: Prentice Hall, 2008. ISBN 978-0-13-157906-4. Pp. v + 450. $68.67. Current and future teachers will find an accessible introduction to theoretical principles underlying communicative language teaching (CLT), as well as opportunities to apply these principles in an impressive variety of practical tasks, in this worthy addition to their teaching methods library. The book strikes an appropriate balance between the conceptual and the practical, presenting theoretical and methodological principles as the foundation for CLT before providing opportunities for analysis and practice. In chapter 1, “Principles of Communicative Language Teaching and Task-Based Instruction,” a brief history of foreign language teaching methods and the shift to communicative approaches is followed by a discussion of eight research-backed principles of CLT. Similarly, the subsequent nine chapters (“Short-Term and Daily Lesson Planning,” “Getting Started: Introducing Vocabulary ,” “Grammar and Language Learning,” “Feedback and Error Correction in Language Learning,” “Instructional Sequencing and Task Design,” “Developing Listening Skills,” “Developing Oral Communication Skills,” “Developing Reading Skills,” “Assessment and Language Learning”) present guiding principles supported by theory and empirical research, explained in language comprehensible to undergraduate students with ample supporting examples. Brandl’s approach is learner-centered and task-oriented. These key principles underpinning the CLT methods that the book advocates are mirrored in its activities. “Reflection” questions that open each chapter prompt readers to connect their own language learning experiences to the chapter topic. Additional “Reflection” and “Analysis and Discussion” questions interspersed throughout challenge readers to consider and evaluate new concepts. Chapters conclude with a wide range of “Explorations” and “Application” tasks. The number and variety of tasks is one of the book’s most appealing features; they provide abundant practice opportunities adaptable to a variety of learning contexts. “Explorations ” tasks often ask the reader to step into the language learner’s role, for example, by participating in a group speaking activity, or by doing discovery learning tasks. These simulations model effective CLT practices and help readers better understand language learners’ perspectives and needs. “Application” activities encourage readers to apply CLT principles by completing meaningful tasks, including analyzing textbooks and lesson plans, performing case studies, conducting classroom observations, and developing and teaching their own lessons . Pre-service teachers find these practical activities the most helpful in preparing for classroom teaching. To supplement the already plentiful collection of sample lessons, scripts, and textbook excerpts that provide the basis for chapter activities, a Web site provides access to additional materials including video clips, PowerPoint presentations, and suggested answers to selected activities. The text’s balanced presentation of multiple perspectives on language learning and teaching is another of its strong points. Instead of endorsing any one theoretical model or teaching technique, Communicative Language Teaching in Action describes a variety of methods grounded in both research and practice. The chapter on grammar instruction, for example, includes examples of co-constructive, 414 FRENCH REVIEW 85.2 processing instruction, Total Physical Response, and self-instructional methods for teaching language forms. This eclectic approach provides readers with a host of techniques to help build or expand their teaching repertoire. Furthermore, while Brandl makes a convincing research-supported case for CLT and taskbased learning, he also recognizes the challenges inherent in implementing these methods, and guides readers to anticipate and address them. Despite its strengths, some significant omissions prevent Communicative Language Teaching in Action from being a complete language teaching methods resource. A discussion of teaching writing is completely absent (though the chapter on assessment contains an appendix of suggestions on evaluating writing). This serves to reinforce the all-too-common misconception that writing is incompatible with CLT, and leaves pre-service teachers unprepared to help their students develop this key skill. Moreover, discussion of teaching culture is cursory, limited to mentions on choosing culturally authentic materials and preparing students to encounter cultural references when reading. A more comprehensive treatment of these fundamental topics would be welcome in future editions of the book. Saginaw Valley State University (MI) Julie A. Foss HUBBELL, AMY L. À la recherche d’un emploi: Business French in a Communicative Context. Newburyport, MA: Focus, 2010...