5.3.3. Promoting a
communicative approach to language teaching (CLT).
A Communicative Approach to teaching has the learner at the
centre of the learning process. In connection with this study, it has been
noticed that television materials have a didactic function of contextualising
the teaching. In this context, lecturers should do their best to provide their
students with the necessary support to gain most from this learning medium in
line with CLT. As discussed in Section 2.3.4, CLT principles draw their
foundation from among other things, linguistic competence and sociolinguistic
competence. In other words, I suggest that lecturers at the NUR internalise and
practise the following: learners need to be taught how to produce specific
points of grammar, pronunciation or vocabulary, but they should first and
foremost understand when, why, and how they produce language in this way or
another.
Since the CLT claims learner-centredness as its primary tenet,
it is advisable that lecturers strive to implement language teaching
methodologies that move from transmitting knowledge (i.e. traditional approach)
that favours accuracy to a more participatory approach that promotes fluency.
Hence, authentic and meaningful language activities should gain more ground.
These should in turn consider the learners' needs and teaching programmes and
materials should build on their expectations.
This study is far from being exhaustive. Nevertheless, I hope
it benefits not only students and lecturers in the Faculty of Arts and
Humanities, but also those in the EPLM, the Faculty of Education and other
faculties as well where English is taught. Some further studies could be
undertaken in relation to the use of TV in EFL/ESL context of Rwanda. For
instance, other researchers could investigate the use of TV in learning ESP in
evening classes for public service workers. In the field of materials design,
another aspect could be studied: which TV programmes reflect the likelihood of
intake and how this benefits EFL/ESL students in Rwanda. Case studies could
range from secondary to tertiary educational levels. All in all, David
Augsburger's statements can be food for thought:
What TV becomes depends on you, the user. If you
accept it as a tool, use it sparingly,
wisely, and purposely, it can become a servant. If
you accept it as a friend, watch and
listen continuously, it will become your master (
cited in the unpublished Proceedings
of a Seminar entitled Television and the language
teacher,Durban,1987)
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