"Classroom English: Theory and Practice "

Introduction:

• Teachers have been encouraged by the Ministry of Education to use English in the secondary EFL classroom as much as possible. However, classroom English is important for students as well as teachers. Students can learn how to use English in functional situations in class: e.g. asking the teacher for help; saying that they don't understand; asking for repetition; checking for comprehension; working with a partner; etc. This course investigates how teachers can use classroom English, and how they can encourage their students to use classroom English.

Explanation:

• It is easy to forget that classroom procedures have to be verbalized in the classroom, whatever the methodology. Instructions have to be given, groups have to be formed, time limits have to be set, questions have to be asked, answers have to be confirmed, discipline has to be maintained, etc. The role of this interaction is one of the least understood aspects of teaching, though it is clearly crucial to the success of the learning environment.
• All teachers need specialized classroom competence and need training in this field. Foreign language teachers in particular require linguistic training aimed at the classroom situation, since they need to use the language being taught both as a goal of their teaching and as the prime medium of instruction and classroom management. Foreign language graduates are seldom prepared for the seemingly simple task of running a class in the L2.
• The classroom situation is a genuine social environment which allows meaningful situational use of the language. This is real interaction.

Details:

• The course focuses on theoretical justifications and practical solutions:
  "Why?", "What?" and "How?"

Why should we use Classroom English?

1.          It helps the teacher to model the language and its use.
2. It gives meaning to the language.
3. It provides authentic learning situations.
4. It provides familiarity with common phrases.
5. Students can use the language in real situations.
6. Students gain confidence and motivation through successful communication.
7. Students learn the language by using the language.
8. It allows learners to control and evaluate their own successes.
9. It allows learners to respect the learning styles of other learners.
10.          It encourages learners to learn from their peers.
11.          It helps learners control the learning environment.
12.        It encourages pair- and group-work.
13. It helps learners access information and resources.

What Classroom English can we use?

•          There are at least ten common areas of classroom communication:
  1. Simple instructions
  2. Spontaneous situations
  3. Social interaction
  4. Pair- and group-work
  5. Question types
  6. Learner-training
  7. Needs analysis
  8. Audio-visual aids
  9. Error-correction
  10. Evaluation.

How can we promote Classroom English?

• For the teacher/trainee:
  1. Give students maximum exposure to English.
  2. Use English for frequent expressions in the classroom
     (e.g. "Open you books").
  3. Use English for simple instructions
     (e.g. "Please listen to me." "Let's do the pair-work task on page 35.").
  4. Use English for simple questions
     (e.g. "What's the date?" "What's the time?").
  5. Use English for simple interactions
     (e.g. "How are you today?" "Where do you live?").
  6. Use English for classroom management
     (e.g. "Please sit with your partner." "Get in your groups." "Find a new partner.").

 

• For the student/learner:
  1. Use English for checking meaning
     (e.g. "What did you say?" "What does it mean?" "One more time, please" "How do you spell it?" "I don't understand").
  2. Use English for negotiating meaning
     (e.g. "What does this mean?" "How do we do this activity?" "Whose turn is it?").
  3. Use English for simple questions
     (e.g. "What's the date?" "What's the time?").
  4. Use English for simple interactions
     (e.g. "How are you today?" "Where do you live?").

 

• For teacher/trainer:
  1.          Provide teachers (and trainee teachers) with a practical guide to the ongoing use of English in the classroom.
  2.          Help teachers to feel confident enough to use English.
  3.        Provide teachers with the resources they need to develop independently.
  4.        Provide teachers with the self-instruction techniques they need to develop independently.
  5.        Help teachers evaluate their classroom practices so that they can improve their use of classroom language at their own pace and convenience.

Methods

The course consists of three 50-minute periods each week for 16 weeks. Each period will look at Classroom English from a specific perspective:

• Period 1
  This period will will focus on a theoretical concept for the week..
• Period 2
  This period will focus on active use of classroom English in activities and role plays.
• Period 3
  This period will focus on lesson presentations given by students.