Language Teaching & Communication Strategies

Welcome to Module 6 of the JustHer! course, 'Language Teaching & Communication Strategies.' This module is designed for adults who teach migrant and refugee women, recognizing the significant language barriers they face when settling in a new country. Traditional teaching methods may not be effective for this diverse group, who may come from varied educational and linguistic backgrounds or have experienced trauma. Our aim is to foster interactive and inclusive classroom communication, moving from guided to freer conversation, and understanding the social context of their interactions. This module will show you how to use technology and smart communication methods to help learners feel more confident. Our primary goal is to provide teachers with practical and respectful ways to teach using the latest tools. We recognize that some learners may have limited experience with computers or the internet. Therefore, this module promotes a learner-centric approach, where technology is a tool for empowerment and connection. Today's digital landscape offers many new tools that allow for personalized learning, access to authentic materials, and interactive learning environments. However, using technology effectively requires more than just technical skills; it demands a clear understanding of learner needs and a desire to create welcoming online spaces. This module will explore various technologies, including mobile apps, online platforms, and digital storytelling, that support women in learning languages and feeling more confident.

This module offers flexibility, being available online, in person, or as a blended course. Ultimately, it aims to empower teachers to create lively, supportive, and tech-rich learning environments that not only teach language but also help migrant and refugee women successfully integrate into society.

Two main subtopics have been presented in this module:

Subtopic 1: Language Teaching Approaches and Strategies

Information about major teaching methods (CLT, TBLT, CLIL, CLL, Direct Method) and advanced techniques in communicative teaching is provided.

Subtopic 2: Communication, Technology, and Cultural Understanding in Language Learning

There is information about major digital tools how digital tools and intercultural sensitivity expand language learning beyond the classroom. It is emphasized that Mobile apps, digital classrooms, and interactive tools allow learners to practice anytime and anywhere. Encouraging Good Communication and Understanding Other Cultures, Barriers to Effective Communication in Language Learning, Building Routines for Successful Learning are highlighted.

The aim of this module is not only to provide an overview of language teaching methods but also to explore how communication skills, technology, and intercultural awareness can make the learning experience more meaningful, inclusive, and empowering.

To assess comprehension of the module's content, each subtopic includes evaluation questions. These questions are designed to help you solidify your understanding of the key concepts presented. Additionally, you will find "Food for Thought" questions at the end of the module, encouraging deeper reflection on the topics covered and their application in your own educational practice.

Upon completing this module, you will be able to:

1. Find and judge different technology tools and online platforms that are good for teaching language and communicating with migrant and refugee women.
2. Provide information for an understanding of different approaches, techniques and strategies for Language Teaching and Communication.
3. Use good communication methods to create a helpful and welcoming learning space for adult migrant and refugee women, considering their different languages and cultures.
4. Create and use real digital materials to make language learning meaningful and suitable for the specific needs and interests of these learners.
5. Explore at and change your teaching methods to include technology and communication strategies for learning online, in person, or a mix of both.

This topic introduces the main approaches to language teaching along with advanced techniques for improving communicative competence. Each method highlights its unique contribution to fostering learner engagement, motivation, and real-life application of skills.

Theoretical Overview

Language teaching has shifted from grammar-focused, teacher-centred approaches to more learner-centred, communicative ones. Early language teaching methods often emphasized rote memorization, translation, and drilling. While these methods helped learners acquire vocabulary and grammar, they rarely prepared them for real communication.

The development of communicative approaches, cooperative learning, and task-based teaching has changed the landscape of language education. These approaches are rooted in the idea that learners acquire language more effectively when they are actively engaged, when learning connects with real-life contexts, and when social interaction is emphasized.

For migrant and refugee women, theories of autonomy, competence, and relatedness (from Self-Determination Theory) are especially important. A supportive and inclusive classroom that gives them choices, recognizes their abilities, and builds community is essential.

Communicative Language Teaching (CLT)

CLT is one of the most widely used approaches in modern classrooms. It focuses on fluency rather than accuracy and emphasizes authentic communication. Students learn by engaging in role-plays, group discussions, and everyday interactions.

Main Goal: Enable learners to communicate fluently and confidently in real-life situations.

Strengths of CLT:

• Learners build confidence in speaking.
• Focuses on meaning rather than form.
• Encourages interaction and creativity.

Weaknesses of CLT:

• Grammar may be underemphasized.
• Requires skilled teachers to manage interactive activities.

Implementation Ideas:

• Role-play daily scenarios such as shopping, doctor visits, or workplace interactions.
• Use authentic materials such as menus, tickets, or websites for practice.
• Encourage personal storytelling and peer feedback.

Table 2: Advanced Techniques in CLT

Case Example: A group of migrant women practice ordering food in a restaurant. Each learner takes turns as customer or waiter. Mistakes are corrected gently, but the emphasis is on completing the task in English. Learners leave with a sense of success and readiness to use these skills outside.

Task-Based Language Teaching (TBLT)

TBLT organizes learning around meaningful tasks that require learners to use their language skills to complete them. It follows three stages: pre-task, task, and post-task reflection.

Main Goal: Empower learners to use language as a tool to achieve meaningful outcomes.

Strengths:

• Learners take ownership of learning.
• Real-world tasks are motivating.
• Develops problem-solving skills.

Implementation Ideas:

• Group project: prepare a presentation about environmental issues or local culture.
• Research-based tasks: learners use online sources to collect information and present findings.
• Post-task reflection: encourage learners to identify strengths and areas for improvement.

Routine Example:

1. Pre-task: Show a short video on climate change.
2. Task: Groups prepare posters and present solutions.
3. Post-task: Class reflects on what words, grammar, or phrases were useful.

Content and Language Integrated Learning (CLIL)

CLIL integrates subject learning (such as science or history) with language acquisition. The target language becomes the medium through which learners study content, making learning authentic and relevant.

Main Goal: Combine subject knowledge with language learning for deeper, contextualized understanding.

Implementation Ideas:

• Teach science or geography units in English, supported with visuals and realia.
• Use bilingual worksheets that reinforce both content knowledge and vocabulary.
• Assign cross-curricular projects where learners can research and present findings.

Case Example: In a CLIL classroom, migrant women learn basic health education through English. They study vocabulary related to the body, nutrition, and medicine, while also learning how to make appointments with doctors. This makes learning practical and empowering.

Cooperative Language Learning (CLL)

CLL promotes group and pair activities, making learning highly interactive and collaborative. It reduces teacher-centred instruction and allows learners to build language and social skills simultaneously.

Main Goal: Strengthen collaboration, peer support, and social interaction in learning.

Implementation Ideas:

• Use peer-buddy systems for language practice.
• Design small group problem-solving activities.
• Encourage teamwork in creating dialogues, posters, or digital projects.

Table 1: Cooperative Language Learning in Practice

The Direct Method

In the Direct Method, teaching takes place entirely in the target language. Learners deduce grammar and meaning from context rather than translation.

Main Goal: Immerse learners fully in the target language environment.

Implementation Ideas:

• Use Q&A sessions in the target language only.
• Encourage learners to narrate daily routines in the new language.
• Use reading aloud and dictation exercises.

Case Example: A teacher asks learners to describe their morning routines in English. At first, learners hesitate, but through repeated daily practice, they become comfortable using complete sentences.

Advanced Techniques in Communicative Language Teaching

Educators can improve CLT through advanced strategies that integrate real-world scenarios, digital tools, and collaborative approaches.

(Source: https://unsplash.com/photos/-uHVRvDr7pg)

This topic emphasizes how technology and intercultural awareness enhance language learning. Learners gain not only vocabulary and grammar but also essential communication skills to interact respectfully in multicultural environments.

Using Technology to Improve Language Learning

Technology transforms language learning by making it flexible, accessible, and engaging. Mobile apps, digital classrooms, and interactive tools allow learners to practice anytime and anywhere.

Main Goal: Integrate digital resources to create engaging, interactive, and flexible language learning opportunities.

Implementation Ideas:

• Online language exchange with native speakers.
• Use of apps for vocabulary and grammar practice.
• Multimedia projects such as creating podcasts or short videos.

Some of digital educational tools that can be used to improve Language Learning

Padlet is a great educational tool for uploading, editing, and sharing documents with your class and colleagues. This website helps keep all your records in one place, accessible to everyone! Padlet can be used to share ideas and contribute information in a variety of formats (emoticons, GIFs, links, drawings, images).

Website: https://padlet.com

Kahoot is one of the most advanced all-in-one teaching toolkit. Perfect for engaging lessons, homework and assignments, review, and assessment. Create material with AI tools, sync your slides with interactive questions, and deliver impactful lessons with lecture mode. It has new game modes, customizable characters, themes, interactive learning games, and class rewards.

Website: https://kahoot.com/schools/?lang=tr

Canva for education is a platform focused on content creation, real-time collaborative projects, and visual communication. Canva for education is ideal. It is free for primary and secondary schools, there are thousands of templates, resources, and curriculum-aligned lessons that you can use. It is a platform for teaching with visual learning materials that engage every student. It supports creating sequenced lessons using whiteboards, presentations, and videos that students can explore at their own pace.

Website: https://www.canva.com/education/

Digital Storytelling: The Secret Tool for Engaging and Impactful Lessons

Website: https://www.teacheracademy.eu/course/digital-storytelling/

Google Classroom: Google Classroom has become an essential tool in modern education, bridging the gap between teachers and students in a digital space. For students, it's the portal to assignments, class discussions, and deadlines

FLIP allows you to enhance learning by being able to use videos, add questions to them and have a complete record of the activities and learning that your students have. It is a web and mobile platform that also allows the creation of online questionnaire tests.

Website: https://play.google.com/store/apps/details?id=com.metrik.flip

Table 3: Technology in Language Learning

(Source: https://unsplash.com/photos/Imc-IoZDMXc)

Encouraging Good Communication and Understanding Other Cultures

Language is more than words; it is linked to values, traditions, and identities. Educators should encourage cultural exchange to promote empathy, mutual respect, and authentic communication.

Main Goal: Develop learners' intercultural awareness and empathy in communication.

Implementation Ideas:

• Organize cultural storytelling circles where learners share experiences.
• Use films, songs, and literature from the target culture.
• Compare communication styles across cultures (e.g., politeness, gestures).

Case Example: In a cultural sharing session, one learner brings a traditional recipe from her country. She explains it in English, while others ask questions. This not only builds vocabulary but also pride and connection.

Barriers to Effective Communication in Language Learning

Like in other modules, it is important to acknowledge barriers. Migrant women often face:

• Lack of confidence: Fear of making mistakes.
• Cultural norms: Some may hesitate to speak in mixed-gender classes.
• Practical barriers: Family responsibilities, limited time.

Educator Strategies:

• Normalize mistakes and celebrate effort.
• Provide flexible class schedules.
• Build supportive classroom rules that respect cultural sensitivities.

Building Routines for Successful Learning

Establishing a predictable structure helps learners feel secure and engaged.

Suggested Routine:

1. Check-in (short greetings, personal sharing).
2. Task (role-play, discussion, or project).
3. Reflection (What did I learn today? What am I proud of?).

Final Educator Guidelines:

• Focus on building autonomy, competence, and relatedness.
• Use tasks and projects connected to learners' real lives.
• Integrate culture as a source of pride and motivation.
• Employ technology not as an add-on, but as a bridge to real communication.
• Always consider social and emotional well-being as part of language learning.

Subtopic 1: Using Technology to Improve Language Learning

1. Thinking about how different migrant and refugee women might use technology or have access to it, what are some clever, cheap ideas teachers can use to make sure everyone can use technology for language learning?
2. Besides normal language learning apps, how can teachers use popular social media or messaging apps (like WhatsApp, Facebook) to create fun,

Subtopic 2: Encouraging Good Communication and Understanding Other Cultures

1. How can teachers respectfully include the different difficult experiences migrant and refugee women might have had into their communication strategies, to create a truly welcoming and supportive learning space?
2. In what ways can teachers encourage learners to share parts of their own cultures while also kindly introducing the cultural details of the new country, making it a real exchange between cultures?

This module, "Language Teaching and Communication Strategies" gives adult teachers working with migrant and refugee women important tools and ways to create effective language learning experiences. It includes language teaching approaches and several strategies as well as how technology can be very powerful by giving access to real materials, making learning personal, and keeping learners interested. The module explains practical ways to use digital tools, from mobile language apps and speech recognition to online group platforms, to improve all parts of language learning. It also strongly emphasizes how important it is to encourage good communication, using Technology and understanding between cultures. It looks at ways to create safe learning places, use different communication methods, and encourage everyone to take part. The module supports a teaching style that is respectful of cultures, kind, and responsive to the special needs of this group of learners. Ultimately, it aims to give migrant and refugee women not just language skills, but also the confidence and cultural awareness they need to successfully settle into their new lives.

For migrant and refugee women, the explained strategies are not just about learning a new language. They build confidence, autonomy, and a sense of belonging. Educators should combine traditional and innovative practices, promote inclusive classrooms, and design flexible activities to maximize learning outcomes.

Two main subtopics have been presented in this module: Language Teaching Approaches and Strategies. Information about major teaching methods (CLT, TBLT, CLIL, CLL, Direct Method) and advanced techniques in communicative teaching is provided.

Communication, Technology, and Cultural Understanding in Language Learning. Information about essential digital tools, mobile apps and interactive tools, educational online teaching tools, how digital tools can be used in the classroom has been provided. Encouraging Good Communication and Understanding Other Cultures, Barriers to Effective Communication in Language Learning, Building Routines for Successful Learning are highlighted.

Books & Articles:

• Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education.
• Chun, D. M. (2011). The role of technology in language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 696-710). Routledge.
• Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.
• Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
• Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom. Heinle & Heinle Publishers.

Multimedia Resources & Links:

• Duolingo: https://www.duolingo.com/ (Language learning app with game-like lessons)
• Babbel: https://www.babbel.com/ (Language learning app with a fee, focusing on conversation skills)
• Memrise: https://www.memrise.com/ (Language learning app using spaced repetition and memory aids)
• Grammarly: https://www.grammarly.com/ (Online writing help for grammar, spelling, and style)
• YouTube: Search for "ESL lessons for beginners," "real English conversations," or "cultural insights [target country]." (Lots of videos for listening and understanding culture)
• Podcasts for English Learners: Search for "ESL podcasts" on platforms like Spotify or Apple Podcasts (e.g., Voice of America Learning English, Luke's English Podcast).
• UNHCR -- Education: https://www.unhcr.org/education (Information and reports on education for refugees, including language learning projects)
• Migration Policy Institute: https://www.migrationpolicy.org/ (Provides research and analysis on migration topics, often including education and fitting in)
• https://sanako.com/the-10-best-language-teaching-strategies-explained
• https://sanako.com/advanced-techniques-in-communicative-language-teaching
• https://en.wikipedia.org/

Biculturalism: In academic literature, biculturalism generally refers to the comfort and proficiency an individual has with both their heritage culture and the culture of the country or region in which they have settled. It can involve the ability to navigate and integrate aspects of both cultures, such as language use, social interactions, values, and practices, often synthesising them into a unique and personalised blend (Mistry & Wu, n.d.).

Xenophobia: Britannica defines xenophobia as the fear and contempt of strangers or foreigners, or of anything designated as foreign. It also encompasses the conviction that certain foreign individuals and cultures pose a threat to the authentic identity of one's own nation-state and cannot peacefully integrate into local society (Britannica, n.d.). The European Commission's Migration and Home Affairs Glossary further describes it as attitudes, prejudices, and behaviour that reject, exclude, and often vilify persons based on the perception that they are outsiders or foreigners to the community, society, or national identity (European Commission, n.d.).

Post-Traumatic Stress Disorder (PTSD): According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR), PTSD is a mental health condition that may develop following exposure to a traumatic event or situation of an exceptionally threatening or catastrophic nature. It is characterised by four main symptom clusters: intrusion symptoms (e.g., flashbacks, nightmares), avoidance (e.g., avoiding reminders of the trauma), negative alterations in cognition and mood (e.g., persistent negative beliefs, detachment), and marked alterations in arousal and reactivity (e.g., hypervigilance, irritability). These symptoms must persist for more than one month and cause clinically significant distress or impairment in functioning (BMJ Best Practice US, 2024; National Library of Medicine (n.d.).

Gender-based violence (GBV): The United Nations Population Fund (UNFPA) defines gender-based violence as any intentional act or failure to act -- whether threatened or actual -- against a person on the basis of their gender that results (or is likely to result) in physical, sexual or psychological harm. It is an umbrella term for any harmful act that is perpetrated against a person's will and that is based on socially ascribed (gender) differences between males and females. While it can affect people of all genders, women and girls are disproportionately impacted. GBV is fundamentally driven by gender inequality and sustained by discriminatory social and gender norms (UNFPA, n.d.).