Teaching and Learning Environments

Universidad Autnoa de Sinaloa

Unit 1 In this unit:

Classroom Language

1.1 The Purpose of Teacher Talk in the Language Classroom 1. The Use of !nglish to Teach !nglish 1." The Use of #other Tongue 1.$ Social !nglish 1.% &iving Simple !'planations

Teachers do a lot of talking in classrooms. The( often get critici)ed for this *ecause the( are not giving students enough opportunit( to talk. +ut ,e need to consider first the purposes for ,hich teachers use talk in the language classroom. -t is through our talk that the teaching gets done. .e manage the classroom through talk: .e instruct students ,hat to do/ ,e control them/ ,e motivate them/ ,e provide feed*ack. .e also provide language input for learning. +ut it is not 0ust what ,e sa( that is important/ it is also how we say it ,hich ma( *e important in terms of ,hat students learn and ho, the( learn.

1.1 The Purpose of Teacher Talk in the Language Classroom Teachers tend to use some t(pes of talk a lot more fre1uentl( than others2 eg for managing2 checking ans,ers and controlling2 ,hile other t(pes are neglected2 eg asking for real information a*out students2 praising2 getting students to think.

Task 1 Talking for .hat 3eason4 +elo, are some reasons ,h( teachers talk in the classrooms. Add other reasons (ou can think of. Put a num*er in the Frequency column to sho, ho, often (ou talk for that reason 51: ver( fre1uentl(/ : fre1uentl(/ ": sometimes/ $: never6 -n the end column indicate ,hich language (ou use: !nglish 5L 6 or (our o,n language 5L16 or *oth sometimes.

Reasons for talking in the classroom Functions of talk To give instructions To control discipline Frequency Which language s!

To give feed*ack To praise To ask for information To give information To provide e'amples of the target language To give models of procedures or strategies To check or test students7 understanding To 0oke To maintain a good atmosphere 8ther -t is important to consider ,hich t(pes of talk (ou use in the classroom *ecause this affects the kind of learning environment (ou create. -f (ou mainl( use talk for controlling2 giving information2 providing e'amples2 and testing2 then (ou are doing most of the talking and (our relationship ,ith students ,ill pro*a*l( *e 1uite formal. Consider ,hat ,ould happen if (ou used talk for other kinds of purpose as ,ell. 9or e'ample2 ,hat ,ould the students7 response *e if (ou asked for real information a*out them more often or 0oked more often or asked thinking 1uestions4 :el,ar2 a +angladeshi teacher trainer2 ,orked ,ith a group of primar( teachers to improve the ,a( in ,hich the( responded to students7 ans,ers *( encouraging them2 and sho,ing more interest in ,hat students said. ;e found that later ,hen he visited those teachers7 classrooms2 students ,ere more ,illing to speak than the( had *een on previous visits. So one of the effects ,as to increase the amount of talking students did. The( ,ere also more enthusiastic a*out their lessons. Teachers var( ,idel( in ho, much !nglish the( use in their classrooms. -t ma( depend on ho, comforta*le the( feel using !nglish2 the level of their students7 language or the purpose of the talk. 9or e'ample2 a teacher ma( ,ant to use the L1 if a student is upset or ver( angr( in order to reduce an( *arrier of communication. A teacher ma( also sometimes use the L for a particular purpose. 9or e'ample2 ,hen introducing a ne, activit(2 some teacher ma( use the L1 initiall( if the instructions are rather complicated2 *ut then use the L on su*se1uent occasions ,hen children are familiar ,ith the activit(. 8ne of the points to keep in mind here is that the teacher7s talk provides the main or onl( form of language input for students in a foreign language situation like ours here in #e'ico. So if ,e restricted our input in !nglish to onl( giving them e'amples of the language and ,e didn7t use !nglish for the other purposes listed a*ove2 eg 0oke ,ith them2 give instructions2 etc2 ,e ,ould *e providing them ,ith a ver( limited range of input. This is an issue ,hich ,e ,ill discuss more in the ne't section.

1." The Use of #nglish to Teach #nglish Teachers var( considera*l( in their vie,s on ,hether the( should use their o,n language ,hile teaching !nglish. There is often a gap *et,een ,hat the( ,ould ideall( like to do2 ie use !nglish to teach !nglish2 and the realit(2 ,hich is that it is often difficult to make students understand or that students demand the use of Spanish. ;o,ever2 as an !nglish

teacher2 it is important for (ou to understand *oth the advantages and disadvantages of using !nglish to teach !nglish so that (ou can make up (our o,n mind ,hat to do in (our situation.

Task " .h( Use !nglish to Teach !nglish4 .hat do (ou think are the advantages and disadvantages of using !nglish to teach !nglish4 .rite them in the grid *elo,. Compare (our vie,s ,ith those of a group of teachers ,ho discussed this issue at a training ,orkshop on teaching !nglish to children. (From Vale, D. 1995) :o (ou agree ,ith their vie,s4 :id (ou think of other advantages or disadvantages4 Using #nglish to Teach #nglish -f ,e look at the de*ate simpl( in terms of learning !nglish2 then it does seem *est to use !nglish for teaching !nglish *ecause it gives students more e'posure. ;o,ever2 there are man( other things to consider/ for e'ample2 (our o,n confidence in using !nglish2 students7 age2 their motivation and previous e'perience ,ith the language2 ,hich ma( make it unrealistic or difficult to use !nglish all the time. -f (ou think that it is useful to teach through !nglish2 set (ourself a goal to graduall( increase the amount of !nglish (ou use. $%&antages -t increases the amount of e'posure students get to !nglish. 'isa%&antages -t can take a long time to e'plain things2 even using gestures2 etc. Students ,ho are an'ious to do the activit( ma( lose interest or lose concentration. -t develops students7 confidence in .eaker or slo,er students ma( lack the the language. confidence to *elieve the( can learn through !nglish/ the( ma( *e frightened or put off !nglish. -t provides real reasons for using Teachers ma( have limited !nglish or insufficient !nglish to communicate2 eg in giving fluenc( in the language. The( ma( give pupils instructions2 getting information from incorrect models. students. #uch classroom language2 e.g. -t ma( *e ver( difficult to do an( reflection on instructions2 has a simple and learning or discuss students7 opinions a*out their repetitive pattern ,hich can *e picked learning in !nglish *ecause the( have limited up *( students ,ithout them *eing !nglish. a,are that the( are learning. -t can motivate students to ,ant to 9or students ,ho are not highl( motivated2 it ma( learn. involve too much effort to tr( to understand. -t develops greater fluenc(2 as -t ma( take longer to cover the s(lla*us. students are encouraged to think in !nglish from the earl( stages.

Task ( 8vercoming pro*lems in using !nglish to teach !nglish .rite do,n some of (our concerns a*out communicating ,ith students in !nglish and possi*le ,a(s to deal ,ith these concerns. ;ere is an e'ample. )y concerns *o+ to o&ercome them #( !nglish is ver( limited. ;o, can - use #a(*e - can tr( and do part of a lesson in it to teach4 !nglish ever(da( to give m(self more practice. - can take an !nglish course locall( or go on a course in the vacation.

;ere are some other concerns commonl( mentioned *( teachers together ,ith suggested solutions. If students do not understand clearly what I want to say they lose interest immediately. Tr( to make using !nglish into a game for them2 ie guessing ,hat the teacher is sa(ing in !nglish. Students want me to teach in 1. Talk to them a*out the reasons for using !nglish. &et agreement to tr( using !nglish for some activities. -nvite !nglish speakers to visit the class and so give students a reason for ,anting to speak. It!s difficult to ma"e students understand me. .rite do,n ,hat (ou ,ant to sa( so that (ou can focus on keeping things simple. Tape record (ourself and then anal()e (our talk so (ou can identif( language ,hich is too comple'. Listen to (our friends talking to their students. <otice the language the( use. $%&antages 'isa%&antages

1.( The Use of )other Tongue L1 ! =ou have considered ho, (ou might increase the amount of !nglish (ou use in the classroom. +ut ho, do (ou feel a*out the use of L1 5Spanish2 in our case6 in the !nglish language lesson4 Are there some situations ,here it is appropriate for (ou or (ou students to use the L14 Let7s consider ,hat these ma( *e and the reasons for using L1 in those situations. Ad (ou read through the list *elo,2 compare ,ith (our o,n situation. :o (ou use Spanish in the same ,a(4 -f no2 think a*out ,hen and ho, (ou use it and the reasons for it. ;ere are some situations ,here L1 could *e used in an !nglish lesson and the reasons for its use. Reason for use of L1 To soothe the student and demonstrate s(mpath( > closeness. Student kno,s the ans,er to a To sho, kno,ledge of the ans,er. 1uestion the teacher has asked *ut To communicate the ans,er to the teacher. does not kno, ho, to sa( it in !nglish. Student ,ants to share an To communicate a message to friends>the e'perience>real information ,ith the teacher. teacher>students in an !nglish lesson *ut has limited !nglish. Teacher or student ,ants to 0oke. To develop rapport>closeness ,ith teacher>students. Teacher ,ants to introduce a ne, To save time. game ,hich has complicated rules. To assist communication of a message. Teacher does not kno, if students .ants to check if students have reall( have understood. understood. Teacher ,ants to get students to think To assist language learning ,hen children do a*out the reasons for learning !nglish not have sufficient levels of language to or to *e a,are of strategies to help discuss through L . learning. From# $oon, %. &''' &iving e'planations in !nglish is ,orth,hile if it can *e done successfull( and ,ithout too much. ;o,ever2 there are man( occasions ,hen it is *est to use the students7 o,n language ?either *ecause the language needed is too comple'2 or *ecause it is easier2 1uicker and more convenient. 1. =ou ,ant to teach these ,ords: s"iin(, (o)ernment, li)er. ;o, ,ould (ou e'plain their meaning: !nglish onl( or !nglish and Spanish4 ,ituation Student is upset.

2. =ou ,ant to teach these structures: *ow many eggs/ oranges are there+
;o, ,ould (ou e'plain the difference: !nglish onl( or !nglish and Spanish4

". =ou are organi)ing a role pla(. =ou ,ant students to act out a conversation *ased on this situation. ;o, ,ould (ou e'plain the situation: !nglish onl( or !nglish and Spanish4 Comments 1. An( e'planation in !nglish could *e ver( confusing2 especiall( if the concept is unfamiliar to students as ,ell as the ,ord. -t ,ould *e *etter to give e'amples in !nglish2 and then to give a translation of the ,ord. 2. -t is possi*le to make the difference clear using simple !nglish 5e.g. 7- can count eggs@ one egg2 t,o eggs2 three eggsA.762 *ut it could *e misunderstood 5e.g. ,e can count loaves of *read2 ,e can count mone(6. +( using students7 o,n language2 ,e can give a clearer and fuller e'planation2 and refer to e1uivalent e'pressions in their language. -t is *est not to rel( onl( on e'planations in either language/ it is more important to give plent( of e'amples and a change for students to practice. (. An advantage of using the students7 o,n language is that the situation can *e given more 1uickl( and easil(2 leaving more time for practice. An advantage of using !nglish is that it provides useful listening practice2 and helps students *( giving them some of the ,ords the( need 5e.g. travel2 leave2 contain2 to,el6. -t is pro*a*l( *est to give the situation in clear2 simple !nglish2 *ut repeating some parts in the students7 o,n language 5e.g. lost propert( office6 to make the meaning clear.

1.4 ,ocial #nglish

-nstead of going straight to the te't*ook at the *eginning of a lesson2 (ou can spend a fe, minutes BchattingC to the class a*out topics of interest. After the ver( earl( stages2 this can *e done in !nglish. =ou can talk and ask 1uestions2 *ut get the students to give onl( short responses2 eg: T: :id (ou all en0o( (our vacation4 Ss: =es. T: :id (ou4 =es2 - en0o(ed it2 too. - ,ent to the *each ,ith m( famil(. :id (ou go to the *each4 An(one4 S: =es. T: .ho did (ou go ,ith4 (and so on) =ou can prompt individual students to talk more a*out things the( have done2 eg: T: .hat did (ou do4 :id (ou go out4 S: =es2 - ,ent to a part(. T: A part(4 That7s nice. A *irthda( part(4 S: =es2 m( friend7s *irthda(. T: 8D2 tell usA.,hat happened4 .hat did (ou do at the part(4 5and so on)

=ou can get students to talk and ask 1uestions2 eg: T: 3ight. EosF Luis ,ent to a part(. Ask him some 1uestions a*out it. .hat do (ou ,ant to kno,4 =es4 S1: .hat did (ou eat4 S : .as it a good part(4 S": .ere there man( people there4

BChattingC in !nglish in this ,a( creates an opportunit( for real language practice2 and creates an !nglish language atmosphere in the class. !ven more important2 it esta*lishes contact ,ith the class2 and helps students to feel rela'ed and read( to learn. -f ,e have a *usiness appointment or meet a friend2 ,e *egin *( chatting to esta*lish a friendl( atmosphere/ it is 0ust as important to do this ,hen ,e meet a class of students.

Task four Using Social Language Look at the topics in the chart *elo,. .hat 1uestions might (ou ask a*out each one4 .rite Bfollo, upC 1uestions ,hich ,ould get the students to talk more and involve more of the class2 e.g.: .hat did (ou do (esterda(4 :id an(one go out4 .here did (ou go4 .ho ,atched television4 .hat did (ou ,atch4 :id (ou like it4 .hat ,as the movie a*out4 Tell the others a*out it2 etc. Topic Festi)ities and holidays ocal news S.orts e)ents -follo+ up. questions Topic , mo)ie on at the theater -V shows /ther to.ics+ -follo+ up. questions

1. .hat 1uestions could (ou ask a*out each topic to encourage the students to talk4 2. .ork in groups. Take it in turns to *e the Gteacher7 ?the rest of the group is (our students. Choose one of the topics and Gchat7 to (our Gstudents7. The Gstudents7 should respond in a similar ,a( to students in their o,n class. The teacher shoul% sho+ genuine interest in stu%ents/ ans+ers0 an% shoul% not pay too much attention to mistakes 1the aim is to create a goo% atmosphere in the class. What questions coul% you ask a2out each topic to encourage the stu%ents to talk3 e.g. :id (ou en0o( the holida(4 >:id (ou go on a picnic4 >.ho did (ou go ,ith4

.hat happened last 9rida(4 >:id (ou hear a*out the *ank ro**er(4 :o (ou ,atch TH on ,eekends4 >:id (ou ,atch the concert on TH4 :id (ou go to the soccer match on Sunda(4 >:id the G:orados7 ,in4

1.4. 5i&ing simple e6planations 3ead and complete the follo,ing sentences ,ith (our o,n ideas: Simple e'planations are IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII. Simple e'planations can IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII. #ost of the language ,e need for organi)ing the class consists of simple e'pressions ,hich can *e used again and again ?this provides an eas( opportunit( to use !nglish. ;o,ever2 teachers do not onl( need to give simple commands and instructions to the class. 8ften the( need to use more comple' language2 for e'ample ,hen e'plaining a ne, ,ord or a grammar point2 or e'plaining ho, an activit( ,orks. -f the teacher can give these e'planations in !nglish it ,ill provide ver( useful listening practice for the class/ *ut of course the e'planations must 2e as simple an% clear as possi2le0 so that the stu%ents un%erstan%. Simple e'planations are ver( useful to help students understand ne, information ?input@ in class. Simple e'planations can motivate learners to use !nglish more fre1uentl( in the classroom activities as ,ell as outside the classroom Task si6 &ive one of these e'planations as simple as (ou can in !nglish. -magine (ou are talking to people ,ho speak ver( little !nglish. Use gestures2 dra,ings2 and an( other resources to helpJ !'plain ho, to make hot cakes. !'plain ho, a mousetrap ,orks. !'plain ho, to *andage a ,ound. !'plain ever(thing (ou kno, a*out volcanoes. =ou should rehearse it until (ou can give it in the simplest ,a( possi*le. .hen (ou consider that (ou are read( tr( it sa(ing it to a classmate. .ere (ou understood4 :id (ou have an( pro*lems sending the message4 .hat helped (ou out4

,ummary There are man( things to consider ,hen ,e talk a*out classroom language: -he "ind and frequency of tal" used in the classroom.

This is ver( important2 as the t(pe of talk ma( affect the kind of classroom relationship (ou *uild ,ith learners 5rela'ed or formal and distant6 and in turn their ,illingness to respond and take risks ,ith language. =our talk is also their main source of e'posure to !nglish. So the amount and t(pe of !nglish (ou use ,ill affect the 1uantit( and 1ualit( of input the( receive. -he ad)anta(es and disad)anta(es of teachin( 0n(lish throu(h 0n(lish. .hile teaching through !nglish is essential in providing input in a foreign language situation2 there are also occasions ,hen the L1 ma( *e entirel( appropriate. =ou considered strategies for using !nglish in ver( simple ,a(s so (ou could *uild up learners7 confidence ,ith !nglish2 ,hich is the ultimate aim of (our teaching2 *ut in ,a(s ,hich valued students7 L1. -eachers! concerns a1out usin( 0n(lish or S.anish in the classroom. -n this aspect of teaching teachers are a,are of their o,n level of !nglish2 the use of L12 pro*lems in using !nglish2 the advantage in changing their personal st(le of teaching to create a more informal rela'ed classroom environment ,here learners use L to talk a*out personal2 social issues. Changing the ,a( to talk in order to create a friendl( classroom environment means *eing a,are of (our talk and its effect on students.

Consi%er this story7 - remem*er ,orking ,ith t,o trainers2 Alana and Lisa. Alana ,as livel( and vivacious and ,as ver( popular ,ith trainee teachers/ Lisa ,as serious and formal in her st(le of teaching. She ,as ver( unhapp( *ecause she felt that trainee teachers did not like her classes as much as Alana7s. ;o,ever2 Lisa received positive feed*ack from trainees at the end of the course. She came to reali)e that personalit( is not as important in the end to learners as their perception that ,e are genuinel( concerned a*out them and interested in them. Learners are astute and distinguishing *et,een teachers ,ho reall( care a*out them and those ,hose friendliness is onl( superficial. ;o, do (ou feel a*out (our learners4