Content Introduction Chapter The Role of Translation and Mother Tongue in flt

Traditional elements of FLT Communicative elements of FLT
Form vs. Meaning
Accuracy vs. Fluency
Artificiality vs. Authenticity
11

Declarative knowledge vs. Procedural knowledge
Authoritarian teaching vs. Collaborative learning
As Tarone and Yule (1989, p. 17) note, language should no longer be presented as a set of forms but the emphasis should be laid on language as a functional system used to fulfil a range of communicative purposes. In this respect, Nunan (1989, p. 12) claims that language is now seen as a resource for creation of meaning. The current principles underlying FLT are subordinate to these objectives. Richards & Rogers (1986, p. 187) further note that Communicative Language Teaching (henceforth CLT") is an approach to language instruction which may be carried out according to a variety of methods, e.g. Content-Based Instruction/CLIL or Task-Based Instruction.
Apart from CLT, another method fitting into communicative approaches has been gaining in popularity, namely Content and Language Integrated Learning (henceforth "CLIL"). In most Czech schools non-language subjects are taught solely in Czech, i.e. in learners' L1. Nevertheless, there are increasing efforts to promote awareness of and employ CLIL in Czech schools, especially in the English language (Šmídová, Tejkalová, Vojtková, 2012, p. 7). 12
Accordingly, one can speak about total and partial immersion and early immersion, which begins in the kindergarten or in the first years of school, and late immersion, which begins in lower secondary school. Mehisto, Marsch and Frigols (2008, p. 13) further talk about language showers for learners between four and ten, by which young learners should be made aware of the existence of L2 and get prepared for language learning.
Language showers include exposure to L2 between 30 minutes and one hour per day. Pinter (2009, p. 40) supports the idea of implementing CLIL in young learners' classes. She has it that integrating a foreign language into the curriculum carries an underlying message that all can be talked about both in L1 and L2.
1.2. The Role of Mother Tongue in Communicative Language Teaching. The communicative approach follows these principles (adapted from Seznámení s komunikativním způsobem vyučování angličtiny – Příručka pro české učitele, 1998,