Teachers’ and learners’ language in the classroom

Teacher language

 When we teach young children, we usually use commands to work with them (show me, point to, color,
cut, circle, etc.)
 The reason why is because it’s a functional language.
 Everything we say in a class has a function. That means that there’s more to teaching than imparting
knowledge. How we say things also counts.

Teacher’s language functions

Acknowledge: to show that you have seen or understood

Convey meaning: to express or communicate meaning

Elicit: to ask targeted questions to get learners to tell you what they know

Narrate: to tell a story or talk about something that happened

Praise: to tell someone that they have done well

Prompt: to help learners think of ideas or to remember a word

Recast: to reword a sentence or phrase to improve it

Simplify: to make something easier

It’s the opposite of The teacher nods her head or say ‘yes’. Student: I’m go to Last year I went to
big or huge. It is the bank today. France for my
very small. It begins Teacher: I’m going summer holiday…
with a T. to the bank today

Very good, Well ‘I’d like you to look at the second What kinds of fruit Something which
done, That’s exercise on the right there, exercise are oranges and is huge is
excellent work. number 2 on page 12 of your course lemons? something very,
book’. To simplify this, the teacher very big, an
could say ‘Open your book. Look at elephant is huge.
exercise 2, page 12, please’.
Match each example of teachers’ classroom language with its function listed A–E. You need to use some options
more than once. (T = teacher S = student)

Functions
A. giving instructions
B. correcting student errors
C. eliciting vocabulary
D. narrating
E. explaining about language

Examples of teachers’ classroom language

1. T: Turn your chairs round and sit back to back

2. S: The man is working home.

T: Pronunciation.
S: Er…he’s walking home.
T: That’s right.

3. T: The present perfect is also used to talk about recent events.

4. T: While Maria was working the thief took her handbag.

S: Where was her handbag?
T: Under her chair. Anyway then she turned round and …

5. T: Read the postcard quickly and decide if the writer is enjoying his holiday.

6. T: What’s the man doing in the picture?

S: He’s going up the mountain
T: Yes, and do you know another word for ‘going up’?

7. T: If you don’t sleep well, how do you feel?

8. S: I spoke with granny.

T: You spoke with your grandma.
S: Yes, I spoke with my grandma.

9. T: This sound is produced by putting your tongue against your teeth.

Learner’s language functions

 Teachers need to be able to identify what the learner is trying to achieve with his/her language use.
 Not all forms of the language are suitable for every situation.
 In some cases, for example, clarity of meaning may be more important than grammatically correct
English, in others correct grammar is the most important requirement.
Match

Definition Function
1. To have the same opinion as someone else A. Clarify
2. To say sorry for something B. Agree
3. To ask for an explanation of what a speaker C. Hesitate
means
D. Ask for repetition
4. To ask someone to say what they have just said
again E. Use fillers

5. To make clear what you mean F. Ask for clarification

6. To give or add something to a discussion by G. Apologize

taking part and giving ideas H. Contribute
7. To pause before or while doing or saying
something
8. To use a word or sound which fills the time while
you are thinking of what to say

Homework: Give examples

Agree
To have the same opinion as someone else.
You’re right, I agree, I think so too; yes
Apologize
To say sorry for something.

Ask for clarification

To ask for an explanation of what a speaker means.

Ask for repetition

To ask someone to say what they have just said again.

Clarify
To make clear what you mean.

Contribute
To give or add something to a discussion by taking part and giving ideas.

Hesitate
To pause before or while doing or saying something.

Use fillers
To use a word or sound which fills the time while you are thinking of what to say.
 Read the conversation between two advanced learners. Answer the questions about their use of
language by choosing the correct option A, B, or C.
Cristina: Are you a good sailor? Have you ever been seasick?
Raquel: Yeah, I have been seasick, once. Actually, I… line 2
Cristina: Was that on a long journey?
Raquel: Yeah. In fact, I’m quite a good traveller normally. But there was erm…er… not on a line 4
long journey, no, sorry. It was about only 30 kilometres. And erm, coming … on the line 5
way back. It was a very small boat, and it was very hot, and me and the rest of my
family were on the very….in the inside of the boat. And it was just like being on a …
on a cork, carried by water. And my brother started first, and then everyone started line 8
feeling sick.
Cristina: Oh, terrible line 10
Raquel: It was horrible line 11

1. Why does Raquel stop after saying ‘Actually I …’? (line 2)

A. She can’t remember the right word.
B. She hasn’t understood the question.
C. She is suddenly interrupted by Christina.

2. Why does Raquel say ‘Yeah’ at the beginning of line 4?

A. to show she heard Christina’s question
B. to ask for the question to be repeated
C. to show she’s unsure about her answer

3. Why does Raquel use ‘in fact’? (line 4)

A. She’s introducing a contrast with what she said earlier.
B. She’s correcting what Christina said.
C. She’s giving herself some time to think.

4. The many uses of ‘and’ in lines 5–8 in Raquel’s story

A. summarize Raquel’s ideas.
B. repeat what happened in the story.
C. mark new points in the story.

5. The adjectives ‘terrible’ and ‘horrible’ (lines 10 and 11) show that Raquel and Cristina both
A. dislike the way Raquel told the story.
B. have the same reaction.
C. have had a similar experience.
Appropriacy of classroom language
 Is it the same to point out mistakes to a toddler than to an adult?
 Our classroom language depends not only on the learner but also on the situation and many more factors.
 What we must always remember is: politeness, clarity, simplicity, directness and when to be formal or
informal.

 Politeness refers to the manners you use and request to be used in class such as thanks, please, will
you…? Shall we?, etc
 Clarity is basically explaining things clearly. Overly-complicating our language doesn’t work with students,
it confuses them. Using fewer words always work.
 Simplicity can be achieved by choosing our words wisely. Cognates makes our student’s understand us
quickly for example saying select the correct response as opposed to choose the right answer.
 Directness refers to going straight to the point. Instead of elaborating on a point, state what the objective
is and explain it in simple steps.
 Formal or informal depends solely on the situation. If we’re teaching students for the first time, it’s a
good idea to be formal or we’ll lose them for the rest of the year. But if there’s a good relationship with
them already, we can choose to be informal by saying things like “come on, Pete, you know this!”

Work with a partner and discuss whether the examples of teacher language are appropriate or inappropriate. Give
reasons for your answers.

1. Said to a class of elementary secondary students:

‘Please tell me your names.’

2. Said to an adult elementary learner:

‘I believe that your hard work has really produced results. Congratulations!’

3. Said to a teenage intermediate student:

‘You clever boy! Your mommy will be pleased with your mark.’

4. Said to a group of 9–10 year old intermediate students:

‘While it is possible to use the past tense here, it’s much more common and natural to use the present simple
instead.’
5. Said to a group of advanced adult business students:
What excellent work. You really have been very, very good students.’

6. Said to an elementary adult student:

‘This work is awful - careless and poor quality. Do it again.’

7. Said to a group of teenage intermediate students:

‘Could you get into groups and check your answers together?’

8. Said to a group of secondary beginners:

‘Just get into groups and do the writing.’

9. Said to a group of primary intermediate students:

‘Color the pictures for homework, and write the names of the objects under each picture. OK?’

10. Said to an adult student who is very shy:

‘OK. Stand up and sing us the song.’