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A Process Approach To Discussion
A Process Approach To Discussion
A Process Approach To Discussion
Issue 3
A PROCESS APPROACH
TO DISCUSSION
Four techniques that ensure results
Joan Saslow and Allen Ascher
IDEA FRAMING Many teachers attempt to encourage class discussion through “interesting and
Use surveys and questionnaires to engaging” topics. All too often, however, few students actually participate fully
get students thinking about their
or successfully. Consequently, many teachers try to solicit the views of non-
ideas and opinions.
participants, usually with meager results. In the end, both the teacher and
students feel dissatisfied.
NOTEPADDING
Have students plan how they'll Traditionally, classroom discussion was left to the end of the class or lesson.
state their ideas by writing notes
After completing a series of controlled activities and limited pair-work tasks—
before speaking.
or perhaps after a reading and some comprehension activities—learners were
presented with a list of discussion topics related to the lesson's theme. Recently,
TEXT-MINING
Use reading and listening texts in newer task-based lessons, the order has been reversed; it is now a common
to choose key words and phrases practice to begin with discussion, with the expectation that the discussion itself
that can enrich discussion. would generate language and ideas.
WORDPOSTING Neither method has achieved satisfactory results for the majority of our
Keep an inventory of language students. It is our goal in this article to help teachers approach classroom
students already know, and discussion as a process in order to more successfully develop students' fluency.
make it easily available for We will present four essential techniques that in our experience support learner
visual reference.
confidence and increase both quantity and quality of expression.
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Discussion Topic: Clothing do's and don'ts 3. Text-mining
On the notepad, write some clothing do’s When learners attempt to engage in discussions
and don’ts for visitors to this country. without adequate preparation, their coping
mechanism is to rely on the language they feel most
in offices and formal restaurants:
comfortable with—the most elementary and fossilized
language in their repertoire. In a discussion on food
and health, for example, students may only feel
comfortable producing simple statements such as
in casual social settings: “Salad is OK.” We can, however, broaden our students'
repertoire of language by actively “mining” reading or
listening texts (as one mines for gold or precious
gems) for thematically linked sets of words and
expressions that serve as models for student use.
in religious institutions:
The reading text below can be mined for language that
can become a part of students' productive expression
about food and health. “Mined” language that could
be helpful for discussion has been circled.
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If we want students to use this “mined” language when Text-mining will greatly accelerate the process of building a
they begin discussing the topic, they need to practice repertoire of usable language, which will increase students'
it. One simple approach is to have students write quality of expression and their ability to “find the language
sentences using this language. However, here are two they need” when engaging in a discussion.
ways to get them to use and personalize this language
more actively. 4. Wordposting
Another challenge to students is remembering to use
a. Target “mined” language through questions. Encourage known language—even recently learned language. As
students to reply in complete sentences using that language. previously stated, when students are challenged they
For example: almost always rely on the most comfortable and easily
accessed language, which is the simplest and the most
fossilized. If students are to begin using new language, they
T: What do you usually start your day off with?
need support for that.
S: I usually start my day off with coffee.
T: What would you like to cut down on? Many textbooks attempt to provide language support for
S: I'd like to cut down on fatty foods. discussion by displaying lists of words and expressions
entitled “Useful Language.” Though such language might be
T: What do you usually munch on between meals?
relevant to the discussion, the lists usually include new
S: I usually munch on chips between meals.
words and untaught expressions that are difficult to use
because they are incomprehensible or present structural
In order to maximize the impact and memorability of this difficulties.
mined language, students should be encouraged to keep
their books open to the reading text and to refer to it freely A simple technique that provides support, focuses attention,
as they formulate their own answers. and encourages students to push themselves beyond their
safe “fossilized” language is “wordposting”—providing lists
b. Use brainstorming as a way to encourage memorability, of previously taught, known words and expressions.
acquisition, and usage of mined language. Again, encourage
students to use the language in complete sentences. Wordposts display—at a glance—language students can
and should include in their discussions. Wordposts can be
provided in a number of ways. Here are three:
T: Name some foods that taste great but aren't
• a temporary list on the board, which students can
great for you.
refer to during a discussion activity
S: Ice cream tastes great but isn't great for you.
T: Name some foods that are great for you but • photocopied lists distributed to students to refer to
don't taste great. during discussion (These can be taken home, inserted
S: Peas are great for you but don't taste great. in a notebook, and used when writing an assignment
or studying for tests.)
T: Name some foods that are high in calories.
S: French fries are high in calories.
• a permanent “word wall” of large-print lists added to
T: Name some foods that are low in fat. classroom walls throughout the course and left there
S: Seafood is low in fat. for easy reference when needed
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Most importantly no matter how not be forgotten. For example, in a later
wordposting is delivered, students should discussion about the value of exercise, it
“I think we too often
be encouraged and reminded each time to might be appropriate to use the expression
demand ‘instant
consciously refer to and use the language as “start my day off” in that new context: “I
production’ which always start my day off by running in the
they prepare for new discussion topics and
locks students into park.” By re-entering previously learned
as they actually engage in those discussions.
saying whatever they language in this way, students have more
In organizing wordpost lists, it is important can come up with opportunities to remember and internalize
not to be encyclopedic, which would lessen it for regular use.
right away. That
their “at-a-glance” value. An attempt should
means we don’t let
be made to group words and expressions
logically, by part of speech, or by social them get to the
Summary
purpose. Below is an example of a wordpost depth, complexity
that could be created to support the and fluency that they Discussions are unlikely to be maximally
discussion topic mentioned earlier in this can achieve.” successful without the instructor's taking a
article: “Healthy eating”. proactive pedagogical role in their
– Marc Helgesen, 2003 preparation. In our experience, idea
framing, notepadding, text-mining, and
wordposting are the elements of a process approach to
start my day off [w
[ ith]] __
discussion that together ensure that students take the time
__ tastes great
__ doesn't taste great to think and consider what to say, plan how to state their
__ is great for you ideas, and become able to retrieve and use essential
__ is not great for you language. This process results in a far more productive
cut down on __ communication, with:
eat __ in moderation • increased confidence in speaking
munch on __ • increased spontaneity of expression
• increased quantity and quality of expression
high in calories / fat / sugar / salt • increased variety of vocabulary
low in calories / fat / sugar / salt • increased complexity of sentences
References
As stated previously, students should and must be
reminded and encouraged to refer to the wordposts as Bygate, M., “Effects of task repetition on the structure and control
they engage in discussions. They should be praised of oral language,”in Researching Pedagogical Tasks: Second language
when they do. Students often think the discussion is a learning, teaching and testing. Pearson Longman: Harlow (2001)
“test” of their ability. Asking them to refer to the Helegesen, M., ESL MiniConference Online, www.eslminiconf.net/
wordposts will show them that the discussion itself is a mar2003/helgesen.html
rehearsal for real-life discussion and a place to build Helgesen, M., “Adapting and Supplementing Textbooks to Include
their fluency—NOT a test of what they remember. The Language Planning,” in Selected Papers from the Twelfth International
result of this practice is that students go beyond their Symposium on English Language Teaching and Learning. English
“comfort zone” and express themselves with more varied Teachers Association: Taipei (2003)
and richer vocabulary.
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About the Authors
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