Queries from a communicative teacher

In Hungary the Communicative Approach is slow in coming. Non-native teachers appear to be over-cautious, if not reluctant, to give it the green light. The reason may be that the Communicative Approach places too heavy a burden on the teacher, both before and during class. In this article the author points out several contradictory tendencies inherent in the main principles of the Communicative Approach, which ardent protagonists tend to take little or no notice of. What is required is a number of non-native teachers to act as catalysts in the covert conflict between native English theoreticians and non-native practitioners.