The Method of Communicative Language Teaching Portuguese

Abstract

Teaching Portuguese as a foreign language requires an approach that emphasizes not only linguistic knowledge but also opportunities for learners to develop communicative competence through active interaction. This study aims to analyze the implementation of Communicative Language Teaching (CLT) through the integration of peer teaching and delayed corrective feedback in Portuguese language instruction. A descriptive qualitative approach with a pedagogical case study design was adopted, focusing on the analysis of teaching practices supported by relevant literature. The instructional process involved group formation, distribution of teaching responsibilities, student-led instruction, and communicative interaction without immediate teacher intervention. Linguistic errors were recorded during classroom activities and subsequently addressed through a dedicated 40-minute session for clarification and corrective feedback. The analysis identified five key characteristics: collaborative learning, peer teaching responsibilities, autonomous communication, error observation, and delayed corrective feedback. The integration of these strategies provides a pedagogical framework that accommodates communicative practice while maintaining attention to linguistic accuracy. This study concludes that implementing CLT through peer teaching and delayed corrective feedback offers an alternative approach to organizing Portuguese language instruction that emphasizes communicative participation. Further empirical investigation is necessary to evaluate its effectiveness in improving learners' language proficiency.