Exploring Classroom Discourse

Language in Action

Steve Walsh

• Publisher: Routledge
• Year: 2011
• Print ISBN: 9780415570664
• eBook ISBN: 9781136804090
• Topic: Bildung
• Subtopic: Bildung Allgemein

Routledge Introductions to Applied Linguistics consists of introductory level textbooks covering the core topics in Applied Linguistics, designed for those entering postgraduate studies and language professionals returning to academic study. The books take an innovative "practice to theory" approach, with a 'back to front' structure which takes the reader from real life problems and issues in the field, then enters into a discussion of intervention and how to engage with these concerns. The final section concludes by tying the practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section.

This book looks particularly at the relationship between language, interaction and learning. Providing a comprehensive account of current perspectives on classroom discourse, the book aims to promote a fuller understanding of interaction, regarded as being central to effective teaching and introduces the concept of classroom interactional competence (CIC).

The case is made in this book for a need not only to describe classroom discourse, but to ensure that teachers and learners develop the kind of interactional competence which will result in more engaged, dynamic classrooms where learners are actively involved in the learning process. This approach makes an invaluable resource for language teachers, as well as students of language and education, and language acquisition within the field of applied linguistics.

1 Introduction

Introduction

The central thesis of this book is that language teachers can improve their professional practice by developing a closer understanding of classroom discourse and, in particular, by focusing on the complex relationship between language, interaction and learning. The book provides a comprehensive account of current perspectives on classroom discourse, aiming to promote a fuller understanding of interaction, which here is regarded as being central to effective teaching. While classroom interaction has been the focus of attention for researchers for more than fifty years, the complex relationship between language, interaction and learning is still only partially understood. The case is made for a need not only to describe classroom discourse, but to ensure that teachers and learners develop the kind of interactional competence that will result in more engaged, dynamic classrooms where learners are actively involved in the learning process. The concept of classroom interactional competence (CIC) is introduced, described and problematised as a means of developing closer understandings of how learning and learning opportunity can be improved.

Rather than simply describing the discourse of second language classrooms – an enterprise that has been underway for more than fifty years – the concern here is to promote understanding and facilitate professional development. Chapter 1 focuses on the main features of classroom discourse and considers how it is typically structured. Chapters 2 and 3 look at the relevance of classroom discourse to teaching and learning, while Chapters 4 and 5 evaluate different approaches to studying classroom discourse. Chapters 6 and 7 introduce the SETT framework as a means of helping practitioners evaluate their own use of language while teaching. Chapter 8 focuses on the concept of classroom interactional competence. In Chapter 9 the main conclusions are presented.

This chapter considers some of the characteristics of second language classroom interaction, offering an overview of the more commonly found and widespread features that characterise classroom interaction throughout the world. Using extracts from a range of English language lessons, the aim is to offer a brief sketch of classroom discourse features rather than a detailed description. Many of the themes and issues raised here will be dealt with in more detail in the rest of the book.

The chapter is divided into three sections. In the first section, I present a description of the nature of classroom interaction in the context of language teaching. The following section deals in more detail with the underlying structure of classroom discourse, while in the final section, I point to the future by highlighting some of the challenges that face teachers and learners in relation to classroom interaction.

The nature of classroom interaction

When we reflect on classes that we have been in, either as teachers or learners, we quickly realise that classroom communication is both highly complex and central to all classroom activity. In the rapid flow of classroom interaction, it is difficult to comprehend what is happening. Not only is the interaction very fast and involves many people, it has multiple foci; the language being used may be performing several functions at the same time: seeking information, checking learning, offering advice and so on.

Personal reflection

Think about your own experiences as a learner or teacher. Why is communication in the classroom so important? In what ways can teachers make effective use of their language? What is the relationship, if any, between the language used by teachers and learners and the learning that occurs?

Given its complexity and centrality to teaching and learning, it is fair to say that any endeavour to improve teaching and learning should begin by looking at classroom interaction. Everything that occurs in the classroom requires the use of language. Like most human ‘joint enterprise’ language underpins every action, every activity. It is through language that ‘real world problems are solved’ (Brumfit 1995). Crucially, in a classroom, it is through language in interaction that we access new knowledge, acquire and develop new skills, identify problems of understanding, deal with ‘breakdowns’ in the communication, establish and maintain relationships and so on. Language, quite simply, lies at the heart of everything. This situation is further complicated when we consider that in a language classroom, the language being used is not only the means of acquiring new knowledge, it is also the goal of study: ‘the vehicle and object of study’ (Long 1983: 67).

Yet despite its obvious importance, until recently, little time has been given to helping teachers understand classroom interaction. While researchers have gone to great lengths to describe the interactional processes of the language classroom, few have used this knowledge to help teachers improve their practices. Most teacher education programmes devote a considerable amount of time to teaching methods and to subject knowledge. Few, I suggest, devote nearly enough time to developing understandings of interactional processes and the relationship between the ways in which language is used to establish, develop and promote understandings. Teachers and learners, arguably, need to acquire what I call ‘Classroom Interactional Competence’ (CIC, see Walsh 2006) if they are to work effectively together. That is, teachers and learners must make use of a range of appropriate interactional and linguistic resources in order to promote active, engaged learning. Classroom interactional competence is discussed in full in Chapter 8.

Let's go back to the three questions you were asked to consider on p. 2 and answer each in turn:

• Why is communication in the classroom so important?
• In what ways can teachers make effective use of their language?
• What is the relationship, if any, between the language used by teachers and learners and the learning which occurs?

To some extent, the first question has been answered: communication in the classroom is so important because it underpins everything that goes on in classrooms. It is central to teaching, to learning, to managing groups of people and the learning process, and to organising the various tasks and activities that make up classroom practices. Communication refers to the ways in which language is used to promote interaction; according to van Lier (1996), interaction is ‘the most important thing on the curriculum’. If we are to become effective as teachers, we need not only to understand classroom communication, we need to improve it.

When we consider the second question, how can teachers make effective use of their language, we must first define what we mean by ‘effective’. Given that the main concern of teachers is to promote learning, effective, here, means language that promotes learning. There are many ways in which teachers can influence learning through their choice of language and their interactional decision-making. We come back to this later in the chapter. For the time being, ‘effective’ simply means using language that helps, rather than hinders, the learning process (Walsh 2002).

Our third question is more difficult to answer. What is the relationship between the language used by teachers and learners and the learning that occurs? There is no clear and exact response to this question. According to Ellis (1994), this relationship can be seen as a strong one, where language use has a direct influence on the learning that takes place; a weak one, where there is some link between the language used and the learning that occurs; or a zero one, where there is simply no relationship at all between the language used by teachers and the learning that ensues. And of course, this relationship is difficult to assess given that there are so many other factors that influence learning. However, the very fact that this question is often asked does suggest that there is a relationship between classroom language use and learning. It is a question that underpins much of the discussion in this book and one that we will be returning to.

In the remainder of this section, I offer an overview of the most important features of second language classroom discourse. The discussion that follows presents these features largely from the perspective of the teacher who has the main responsibility for controlling the interaction. Later in this chapter, we take a closer look at the language used by teachers and learners (see below). Four features of classroom discourse have been selected, largely because they typify much of the interaction that takes place in classrooms and are prevalent in all parts of the world:

• Control of the interaction.
• Speech modification.
• Elicitation.
• Repair.
...

Table of contents

• Frontcover
• Exploring Classroom Discourse
• Routledge Introductions to Applied Linguistics
• Title Page
• Copyright
• Contents
• Series editors’ introduction
• 1 Introduction
• 2 Classroom discourse and teaching
• 3 Classroom discourse and learning
• 4 Approaches to studying classroom discourse
• 5 Alternative approaches to studying classroom discourse
• 6 Enhancing understandings of classroom discourse
• 7 Classroom discourse as reflective practice
• 8 Classroom interactional competence
• 9 Conclusions
• Task commentaries
• Appendix A
• Appendix B
• Glossary
• Further reading
• References
• Index