MODULE 3.

1: CODINTIONS AND CONTEXTS FOR CLASSROOM TALK

CSI: Colour, Symbol,

Image for Classroom
Talk
By: Katie-Jo Crocker

The Versatile "Colour" White

White is a shade/colour that by itself is very
important and can stand alone against other
colours. That being said, the colour white can
change as soon as you add a different colour . The
colour that white becomes is a factor which affects
the original white colour.
The Connection To Classroom Talk
The factors that affect a student's proficiency in classroom
talk and participation go beyond language proficieny and
factor in many things like motivation, character, learning
style etc. (Zhao, 2016). The colour white is perfect because it
represents that student who will be their own learner that
will have other factors , which may be more dominant than
others thus adding new dimensions to the white colour.

The Magnifying Glass

The symbol of the magnifying glass is to represent
the closer look that must be done at a student to
see how cultural differences can/may affect a
student's learning. As little as 7 percent of
communication is done through speaking
(GreatStaff Schools, 2009). That means the rest is
left up to posture, eye contact, facial expressions,
body movement and tone of voice (GreatStaff
Schools, 2009). To properly create an safe learning
environment where students can be comfortable
enough to focus on speaking and participating in
class, their own cultural background and norms
around unspoken communication should be
looked at through a focused lens.

The Checklist
The checklist is an amazing tool used for keeping
track of tasks and setting goals. This is the image
that comes to mind when thinking about
scaffolding language learning. Many of the great
ways to help learners when learning a new
language need to be in a nice neat checklist. Why?
So that the learner's needs are always kept in
mind and the tools that are in an educators toolbox
can be accessed in a organized manner. The format
of delivering essential methods and concepts in
language learning are perfect for being in checklist
form. For example, the concept of learners needing
to use their new language is a great concept but
needs to have a checklist of strategies that should
be implemented such as picture prompts or jigsaw
reading (Gibbons, 2015). Checklists are also perfect
because they can act at first as a goal but then as a
reminder of what has been done/achieved and
what still needs to be done.

Gibbons, P. (2015). Scaffolding language scaffolding learning: Teaching

English language learners in the mainstream classroom (2nd ed.).
Sources: Heinemann. https://onq.queensu.ca/content/enforced/618581-
CONT939001F21/Readings/Scaffolding%20language%20Scaffolding%20l
earning_CHAP2_GIBBONS_2015_CONT939. pdf?ou=618581
GreatSchools Staff. (2009, May 21). How cultural differences may affect
student performance. Great! Schools,org.
https://www.greatschools.org/gk/articles/cultural-differences-student-
performance/
Zhao, C. (2016). Factors influencing student participation in classroom
interaction. Higher Education of Social Science, 11(3), 20-23.
http://www.cscanada.net/index.php/hess/article/viewFile/8804/pdf