in the ESL Classroom - eslinsight.qc.ca · in the ESL Classroom A handbook for teachers ... Acquiring Functional Language ... poses such a situation in the third and last

• A •

in the ESL ClassroomA handbook for teachers

developing the oral interaction competency

WORKING DOCUMENTJune 2002

Using English in the ESL Classroom • 1 •

Introduction....................................................................2

The Challenge of Oral Interaction in the Classroom .....3

Teacher Commitment ....................................................4

Careful Preparation .......................................................5

Resources for Students .................................................7

The First Steps: Acquiring Functional Language ..........8

Practice Makes Perfect ...............................................10

Adjusting Input for ESL Beginners ..............................12

Time Out’s ...................................................................13

Conclusion...................................................................14

Bibliography.................................................................15

Annex 1

Teacher self-evaluation form,“Teacher’s use of English in class”

Table of Contents


Introduction

Authentic communication is a constant back andforth - from listening to speaking and from speaking to listening - between people who havesomething to share. Listening or speaking cannotbe one-way in a communicative setting. For realcommunication to take place, there must beinteraction between people. Given this premise,the elementary English as a Second Languageprogram of study advances the dynamics of oralinteraction rather than the static nature of oral production.

The Key Features of the first competency describethe process of oral interaction. The components ofthe process the student practises and develops are:

• The student reacts to messages using strategies;

• The student takes the initiative to transmit oralmessages using strategies;

• The student maintains oral interaction usingstrategies.

These three features are essential to the development of the competency. They are notdeveloped in an isolated or a linear fashion. The Key Features are interrelated and constantlyactivated through the dynamic process of the competency.


The Challenge of Oral Interaction in the Classroom

The goal of theoral interaction

competency is tohelp students

become functional in

English or, inother words, to

use spontaneous,natural and

effective Englishin day to day

class life.

How is oral interactionfostered for beginner-levelstudents? How canteachers and studentscommunicate exclusivelyin English at all times?

Developing oral interac-tion in English with beginners represents aconsiderable challenge; it has to be carefullyplanned and not improvised.

To ensure that a highdegree of oral interactiontakes place in the class-room, certain conditionsare necessary.

They include:

• a commitment on thepart of the teacher thatEnglish be the solelanguage used in class;

• careful preparation;

• access to resourcesfor students(especially visuals).

How am I going to do this?


The role of the teacher inan interactive classroom isdemanding. The teacher isthe driving force behindstudents’ interaction,especially in the earlystages of learning.

Teachers have to create aclimate in which studentsfeel at ease. The classbecomes a comfortableand stimulating environ-ment where teacher-studentand student-student interac-tion happens spontaneouslyand naturally.

The role of the teacher ismultifaceted - languagemodel, guide, helper, ally,... The teacherprovides support by fillingin gaps in knowledge asneeds arise, by helpingcreate links with previouslearning and by supplyingthe appropriate vocabularyand expressions. The roleof the teacher is indeedparamount in the earlyphases of oral interaction.

It is the teacher who putsthe wind in the sails ofinteraction and who promotes and nourishes it constantly.

In other words, theteacher enables studentsto take control of their ownlearning and interact inEnglish.

Teacher Commitment

The competencyTo Interact Orally

in English constitutes the

foundation of the elementaryESL program.

Teachers have aresponsibility toensure that their

classes takeplace in English

from day one.

O.K. Let’s do it!


Preparation should alwaysmake provision for theinclusion of previouslylearned functional lan-guage before, during andafter planned activities.The language to be learned should be conspic-uous during both the presentation/demonstrationand student participationphases.

It is critical to anticipatehow to compensate for students’ gaps in know-ledge so that classroomactivities remain possible in the second language.Insufficient preparation canlead to a proliferation ofotherwise unnecessary“time out’s” for explana-tions in French.

During the presentationphase of activities, teach-ers are well advised to limit explanations and provide explicit examplesand demonstrations (modelling) instead.

Restricting explanations to a few statements andfollowing up with an interactive demonstrationhave the effect of clarifyingthe activity and stimulatingstudents’ imaginations.The final activity of the task “My First EnglishClass in English” proposessuch a demonstration followed by contextualizedpractice by the students.

Careful Preparation

Careful classpreparation is a

determinantfactor in the

development oforal interactionwith beginners.

If teacherswant studentsto experienceinteraction in

English duringclass, they

must pay closeattention to the

preparation of teaching/

learning activities.

Lesson Plan1. Saliquam erat volutpat.

Ut wisi enim ad

2. Am, quis nostrud

exerci tation ullamcorper

3. Scipit lobortis nisl ut

aliquip ex ea commodo

4. Llum dolore eu feugiat

nulla facilisis at velupta-

tum zzril delenit augue

duis dolore te feugait

nulla fac

✔

✔

✔

✔


Consequently, thoroughpreparation shouldinclude:

• the focus of the task(i.e.: key features andessential knowledge ofthe first competency);

• how to present, super-vise and participate inlearning activities inEnglish;

• students’ languageneeds that may arise;

• the selection ofthe resources forthe activity:posters in clearview and expres-sion banks madeavailable, ...;

• previously learned func-tional language that canbe reinvested;

• the strategies whichneed to be presented,explained and modelledaccompanied by contex-tualized practice andreflection;

• short, concise explana-tions;

• explicit demonstrations;

• other aspects whichmay require reflection(e.g.: compensatoryexpressions, problemsencountered, successes);

• other material(e.g.: books, self-evalua-tion/peer evaluationinstruments);

• the teacher’s adjustmentof input (cf. AdjustingInput for ESL Beginners).

...CarefulPreparation

While being specific, preparationshould also be sufficiently flexible so as to take advantageof the “present moment”, even to yield to it for it becomes anopportunity to use authentic language. There is nothing more significant, more authentic thanthe “present moment”.

Accordingly, it isimportant to be able to seize themoment and let itbe lived fully inclass, to takeadvantage of it and allow studentsto use and reinvestthe language they know.

Lesson Plan


These resources arehelpful to the studentthroughout learning but atthe beginning they serveas “lifelines”. Whenreadily available (wordand expression banks) orin clear view (posters),students can refer to thefunctional language whenneeded. Hence, the stu-dent does not have to relysolely on memory to func-tion in the ESL classroom.

By having access to andmanaging resources, students take control of their own learning and become moreautonomous.

An environment equippedwith the proper resourcesfacilitates everyday classroom interaction inEnglish.

Resources for Students

To expressthemselves inEnglish right

from the start,students must

have access toa variety ofresources,

such as wordand expressionbanks, posters,

computer programs, the

teacher andpeers.

May I Can I

turn on... turn off...

the lights? the lights?

Can Ithrow

away?

(this)...

Can Iput

basket?

(this)... in

the

Hum... Could you repeat that, please?


This early stage of lear-ning is particularly apt forthe development of func-tional language related todaily life in the class.

Since beginner studentsrequire “a bit of every-thing” to interact orally, itis important to allow stu-dents to acquire early onand in context the usefulexpressions they willneed most often. TheEssential Knowledge sec-tion of the program offersseveral suggestions offormulaic expressions thatnurture interaction rightfrom the onset of ESLinstruction and can beused frequently andauthentically. The expres-sions are related to thefollowing areas:

• compensatory strategies andexpressions: students shouldbe able to delay speakingwhen they are not ready tointeract on the spot, and beable to ask for help or clarifi-cation (e.g.: Wait a minute.,I have a problem., Can yourepeat, please?, I don’tunderstand., Can you helpme, please?, How do yousay...?, ...);

• expressing needs(e.g.: I’m not finished., I for-got my pencil., I don’t havean eraser., I need a paper.);

• asking for permission(e.g.: May I sharpen mypencil?, May I go to thewashroom?, May I borrow aneraser?, ...);

• agreeing/disagreeing/giving an opinion(e.g.: I agree./disagree.,I want/don’t want, That’scorrect./incorrect, ...);

• offering assistance(e.g.: May I turn on/off thelights?, May I hand out/col-lect the sheets?, Can Iopen/close the door/win-dow?, ...);

• inviting/suggesting(e.g.: Do you want to workwith me?, Please, comehere., let’s___., ...);

Once developed, func-tional language stays withstudents and provides alanguage store whichforms the basis of futurelearning.

The First Steps: Acquiring Functional Language

Students do not need an

enormousamount of lan-guage to begin

interacting, but they do

need “a bit of everything”.

And they canaccomplish a

lot using a little.


Students base theirunderstanding to a greatextent on elements thataccompany natural lan-guage use (general con-text, nonverbal reactions,intonation, gestures).Students make meaningby formulating hypothe-ses using clues providedby other speakers in theclassroom.

This stage is particularlyapt for • associating physical

actions to preciseinstructions;

• establishing simpleroutines (greetings,pleasantries, ...);

Students at the beginningof Cycle Two enjoy reac-ting physically to simpleinstructions and havingthe opportunity to use

these instructions byimprovising their

own scenariosthat make otherstudents moveand react. Thisis an ideal wayfor learners toacquire keyaction words,and to increase

understandingand participation.

The task “My First EnglishClass in English” pro-poses such a situation in the third and last activities. Given the fun generated and the numerous possibilities ofreinvestment that theseactivities offer, teachersshould let beginner students practise actionwords frequently in class.

Establishing simple rou-tines is another excellentmeans of providing asense of security forbeginners while fosteringunderstanding. It isimportant to integrateunforeseen events inorder to keep the interac-tive aspect of the momentand avoid falling intomonotonous, automaticbehaviour. The frequen-cy, the time allotted andeven the ritual of the rou-tine vary according to thesituation. Two activitiesfrom the task “My FirstEnglish Class in English”demonstrate the begin-nings of simple routines -the first activity (personal-ized greetings) as well asthe fourth activity (writingthe date).

... The FirstSteps:

AcquiringFunctionalLanguage


To allow students to interact spontaneously inEnglish, teachers mustset up situations and scenarios that call for theintroduction and reinvest-ment of functional lan-guage. The use of func-tional language is essen-tial during and after activi-ties: while finding part-ners, preparing the acti-vity, deciding on how to proceed, borrowing items,checking the progress of their teammates, comparing discoveries,expressing ideas andopinions, etc...

Consequently, it is impor-tant to trigger use of func-tional language for peri-pheral activities.

Teachers should leavetraces of the new lan-guage by providingexpression lists, posters,reflection and self-evalua-tion activities. Theyshould also encouragetheir pupils to use themas reinforcement toolsoutside the classroom.

Students need multipleopportunitiesto manipulate

and use thefunctional

language in a creative manner -

learning to do a lot

with little.

Practice Makes Perfect


There should be a focuson ways to promote follow-ups to learningbetween classes. Clearly,teachers cannot accom-pany their students out-side of class, but rein-forcement is possible.

It is important that stu-dents realize that regularfollow-ups between clas-ses can bear much fruit. They increase the amountof exposure to the targetlanguage and to authenticlinguistic models.

In order for learners toaccomplish such follow-ups, teachers should pro-vide concrete tools thatallow young learners topractise functional lan-guage with a high poten-tial for reinvestment(banks of expressions,action words, etc…).

Such tools have the advantage of offering students accurate models,which may be lackingduring peer practice inclass.

Teachers should take timeto discuss with studentsthe benefits of out-of-classefforts in English. Theyshould also plan forperiodic discussion inclass of the outside workstudents have been doingin order to maintain interestand bolster motivation.

Without reinvestmentbetween classes, progresswill be slower becausestudents will need to spendmore time reactivatingfunctional elements.Regular oral practicebetween classes canwork wonders. It is anexcellent habit to develop.

... PracticeMakes Perfect

It is worth-while to

encouragestudents to

reinforce andcontinue

their learningoutside theclassroom.


The content of teacher-talk can be adjusted by:

• focusing on functionallanguage;

• making short state-ments;

• keeping explanationsbrief and concrete;

• using cognates;

• using highly frequentvocabulary;

• reinvesting learnedwords and expressions;

• repeating key wordsand expressions;

• reformulating in orderto simplify information;

• delivering instructionsstep-by-step;

• presenting factualinformation logicallyand sequentially.

Teacher-talk can be adjustedemploying the followingmeans:

• pronouncing clearly, using anatural delivery;

• not repeating in French;

• pausing to let studentsprocess information andgather their thoughts in orderto respond;

• varying intonation for specificwords and expressions;

• using gestures and bodylanguage;

• referring to posters, pictures,checklists, posted rules;

• using mime and dramaticdemonstrations;

• modelling activities withstudents;

• writing essential informationon the board, or on atransparency;

• presenting activities, providingexamples, correcting on theoverhead projector;

• using props, puppets, andrealia.

Adjusting input to their younglearners is a crucial task forESL specialists. If teacher-talkis not adapted to the compre-hension limits of students,then teachers may have toresort to the overuse ofFrench.

The Englishthat teachersuse has to be

comprehensible.ESL beginners

already have theconsiderablechallenge of

learning a newlanguage. What

students hearand understand

has to beadjusted to

facilitate learn-ing. Just as par-ents adjust theirinput for young

children, so canESL teachers

adjust both thecontent and themeans of trans-mission of their

input to ESLbeginners.

Adjusting Input for ESL Beginners

Get your book.Move your chair.

Work with your partner.


Reflection on languageand strategy use helpslearners to focus on suc-cess and overcomedifficulties. Regularteacher-directed reflectionactivities also contributeto discovering efficientways of using English.

Given the level of Englishneeded, it is clear thatreflection activities cannotbe carried out in Englishat the early stages oflearning. The use of thefirst language as aresource is called forrather than delay theintroduction of reflectionon strategy use.

Nevertheless, to accom-plish this without losingthe Englishness of theESL class, the use ofFrench necessarily has to be considered exceptional, a “time out”.

As students become moreproficient in English, itwill become feasible toreflect on strategy usewithout having to revert toFrench.

“Time Out’s” may also benecessary to resolvemajor disciplinary prob-lems, to intervene whenan activity goes awry andother situations where thelevel of English would betoo sophisticated for thestudents.

“Time Out’s” should notbe used as an easy wayout — they are no substi-tute for careful planningand the choice of tasksthat correspond to theproficiency level of thestudents.

Time Out’s

English is thepredominant

language in theESL classroom.

However,French may

have to beused in certaincircumstances.


Setting up a classroom where oral interaction isomnipresent takes time. This is time well-spentand necessary for the first competency is thebackdrop of all learning in the ESL classroom. Itis paramount to give oral interaction the chanceto manifest itself whenever possible. So, whentime is taken to “live” in English, it may seemthat less “material” is being covered. However,teachers must not feel that time is being wastedwhen spontaneous interaction situations happen.On the contrary, such situations plainly illustratethe oral interaction competency.

Above all, oral interaction in Cycle Two andCycle Three aims to develop basic, functionallanguage in meaningful contexts by providingstudents with ample opportunities to use it againand again.

Everything else is secondary to this main goal.

Conclusion

Using Englih in the ESL Classroom • 15 •

Bibliography

Brown, H. Douglas (1994). Teaching by Principles.Prentice Hall Regents.

Gatbonton, Elizabeth and Segalowitz, Norman(1988). Creative automatization: principles for pro-moting fluency within a communicative framework.TESOL Quarterly, Vol. 22, No. 3, pp. 473-491.

Nolasco, Rob and Arthur, Lois (1987).Conversation. Oxford University Press.

O’Malley, J. M. and Chamot, A. U. (1989).Learning Strategies in Second LanguageAcquisition. Cambridge: Cambridge UniversityPress.

Rivers, Wilga M.(1990). Interactive LanguageTeaching. Cambridge University Press.

Scarcella, Robin C. and Oxford, Rebecca (1992).The Tapestry of Language Learning. Heinle andHeinle.

Using English in the ESL Classroom • Annex 1 •

French French English English Adjustments to be made

Greetings

Outline of course

Routines

Instructions

Presentation of content

Explanations

Introducing activities

Examples

Correction

Assigning homework

Comments on student work in class

Comments to students during activities

Chatting with students in class

Chatting with students outside class

Minor management problems

Major discipline problems

Teacher’s use of English in classEvaluate your use of English.

Date:.....................................

Name:..............................................................................

Check (✓ ) along the continuum.

To us e or not to us e E nglis h;that is the que s tion!

Some Issues Concerning the Use of Englishin the ESL Classroom

Us i n g En gl i s h i n th e ESL Cl as sro o m •An n ex 2•

Myth or Reality?

1- Students panic when they hear a lot of English.

2- Students won’t like the English teacher who insists onusing English.

3. Parents expect ESL teachers to use French.

4. Teachers can get more done when they use French.

Points to Ponder....

To us e or not to us e E nglis h;that is the que s tion!

Some Issues Concerning the Use of Englishin the ESL Classroom

Us i n g En gl i s h i n th e ESL Cl as sro o m •An n ex 2•

Myth or Reality?

1- Students panic when they hear a lot of English.- Students will panic if they are not used to hearing English.- Teachers have to adjust their input. They should start out with relatively simple activities that can be done entirely in English. Bank of useful expressions and posters can be provided.- All activities can be modelled as well as explained simply.- In time, students will accept and expect that ESL classes be run in English.

2- Students won’t like the English teacher who insists onusing English.- Students appreciate nice teachers. But, in the long run, they value and respect teachers that help them learn a lot of English.- A confide nt, “profe s s ional” t eac her ta kes on the rol e of bei ng a li nguis tic model.- Being a teacher who demands more English does not prevent a teacher from being the student’s friend.

3. Parents expect ESL teachers to use French.- Teac hers can m eet w ith pare nts and expl ain t he im portanc e of funct ional langua ge in the ESL classroom. Students are also provided with resources, such as banks of useful expressions, posters, etc.- Have parents reflect on how much English they actually learned from English teachers who used a lot of French.- After a while, an ESL teacher using English all the time will be as commonplace as a physical education teacher wearing sneakers.

4. Teachers can get more done when they use French.- Saving time by using French is an illusion. Using French for instructions, routines, etc. is a lost opportunity to have more English in the classroom.- U s ing Englis h to do thi ngs , major or m inor, make s Englis h rea l and m eani ngful to s tude nts .- The te ache r w ho us es Englis h is cons tant ly deve loping hi s /her s tudent s ’ comprehension skills and encouraging them to res pond in E nglis h.- Besides, with so little time available for English, there is no time to use French .

Points to Ponder... (Teacher’s Key)

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in the ESL Classroom - eslinsight.qc.ca · in the ESL Classroom A handbook for teachers ... Acquiring Functional Language ... poses such a situation in the third and last