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ABSTRACT Communicative language teaching has been hailed as a revolution, and it has achieved a solid base of widely accepted principles setting it apart from previous paradigms. Yet its transmission from scholars to teachers has been hampered by unnecessary debate and confusion. This paper explores the reasons why the channels of diffusion in the field have been unsuccessful, and suggests that further progress depends on overcoming disunity and translating consensus into standard course materials appropriate to local teaching conditions.
M. Stanley Whitley (Sat,) studied this question.