013987 Classroom Talk
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 013102 Introducing Knowledge about Language AND 013105 The Multilingual Learner AND 010070 TESOL Practicum AND 028253 TESOL: Methodology
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013121 Theory and Practice of Teaching English to Speakers of other Languages AND 015120 Theory and Practice in TESOL
Description
This subject explores spoken language and how it is used in language classrooms, as a learning goal and as a teaching tool. It investigates how people learn their first and subsequent languages and the strategies that expand learners’ language repertoires, including use of their first language to support their English skills. The subject develops the knowledge and skills to analyse classroom discourse to inform understanding of how learning is mediated by the teacher through carefully considered language use. Classroom Talk provides a balance between theoretical grounding, evidence-based research and practical strategies for language teachers to enhance the quality and quantity of learner talk so as to maximise student learning.
Subject learning objectives (SLOs)
| a. | Critique the history of how oral language has been used in TESOL teaching and classroom practice, reflecting on changes in understanding of how language is learnt |
|---|---|
| b. | Critically reflect on various approaches and methodologies to oral language teaching and learning in TESOL, linking to particular learner needs |
| c. | Identify how languages are used in the classroom within linguistically and culturally diverse teaching contexts |
| d. | Analyse classroom discourse to understand the impact on learning |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Graduates have skills and a body of knowledge, including understanding of recent developments in applied linguistics, and related disciplines and industries that they can apply in teaching and other professional contexts. (1.1)
- Graduates are able to engage, critique and apply a broad range of complex ideas relevant to TESOL, literacy and/or numeracy practice. (2.1)
- Graduates are able to support linguistic and cultural diversity in local and international contexts of professional practice. (3.1)
- Graduates are able to contribute their knowledge to debates in the public sphere. (5.1)
Contribution to the development of graduate attributes
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Graduates have skills and a body of knowledge, including understanding of recent developments in applied linguistics, and related disciplines and industries that they can apply in teaching and other professional contexts.
2. Critical and Creative Inquiry
2.1 Graduates are able to engage, critique and apply a broad range of complex ideas relevant to TESOL, literacy and/or numeracy practice
3. International & Intercultural Engagement
3.1 Graduates are able to support linguistic and cultural diversity in local and international contexts of professional practice
5. Active Citizenship
5.1 Graduates are able to contribute their knowledge to debates in the public sphere
Teaching and learning strategies
This subject has a blend of self-study and interactive tutorials. For self-study, each weekly module provides lecture videos and readings online, with specific tasks to be carried out. These activities should all be completed before students attend the weekly Zoom tutorial. In tutorials, students will review knowledge presented in their preparatory activities, ask the tutor questions where needed, discuss issues arising from the weekly topic in small groups, and apply knowledge of the topic to teaching-related contexts provided by the tutor.
Students will gain the most from this subject if they involve themselves as active learners. This includes participation in group tasks, sharing ideas and reflecting on their own teaching experience. This subject provides useful knowledge and activities for improving students’ classroom talk in their role as teachers, if they make the most of the opportunities offered. Reading and sourcing information beyond the set tasks is encouraged, particularly in relation to the area of teaching which most interests them.
Content (topics)
Classroom Talk will develop students’ understanding of the theories and practices of TESOL within a range of contexts, with a particular emphasis on spoken language. Students will identify strategies to help their learners communicate in oral language and explore how they can use oral language in effective TESOL practice. Topics will include:
- Elements of spoken language; differences between spoken and written forms of English
- Widely used frameworks in Australian educational institutions for assessing learner’s English language proficiency levels
- Communication through the interplay of speaking and listening to negotiate meaning
- Using languages other than English in the classroom
- Increasing attention to oral communication in classroom language teaching: EAL/D and EFL focus
- Quiet students: understanding oral reticence and exploring how to support their learning
- Groupwork as a learning tool
- How teacher talk impacts on learning: IRF and other strategies, including use of discussion techniques
- Planning for productive talk in the classroom
This subject aims to help students develop a critical knowledge and understanding of the context within which the teaching of spoken English as an additional language occurs: key theoretical influences, pedagogical approaches and methodologies used within the field of TESOL, political and social debates around English language education, and common issues encountered by language learners.
Assessment
Assessment task 1: Analytical essay
| Objective(s): | a, c and d | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||
| Length: | 1500 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Classroom talk analysis
| Objective(s): | b, c and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||
| Length: | 2500 words, without transcript | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Recommended texts
Alexander, R. (2017). Towards Dialogic Teaching: rethinking classroom talk, 5th edition. Dialogos.
Alexander, R. (2017). Developing dialogue: process, trial, outcomes. 17th Biennial EARLI Conference, Tampere, Finland.
Burns, A, Joyce, H & Golin, S. (1996). “I see what you mean” Using spoken discourse in the classroom: a handbook for teachers. NCELTR.
Baker, C (2006). Foundation of Bilingual Education and Bilingualism. Multilingual Matters.
Bailey, K. M. (2005). Practical English Language Teaching: Speaking. McGraw-Hill.
Burns, A and Joyce H. (1997). Focus on Speaking. NCELTR.
Choi, J & Ollerhead, S (Eds) (2018). Plurilingualism in teaching and learning: Complexities across contexts. Routledge.
Cook, V. & Singleton, D. (Eds). (2014). Key Topics in Second Language Acquisition. Multilingual Matters.
Cullen, R. (2002). Supportive teacher talk: the importance of the F-move, ELT Journal, 56(2), 117-127.
Dashwood, A. (2005). Alternatives to Questioning: Teacher Role in Classroom Discussion, Asian EFL Journal, 7(4), 144 - 165.
Forman, R. (2008). Using notions of scaffolding and intertextuality to understand the bilingual teaching of English in Thailand, Linguistics and Education, 19, 319-322.
Gibbons, P. (2006). Bridging Discourses in the ESL Classroom. Continuum.
Gibbons, P. (2002). Scaffolding language, scaffolding learning. Heinemann.
Gibbons, P. (2009). English learners , academic literacy and thinking: learning in the challenge zone. Heinemann.
Grove, C., Anstey, M., & Bull, G. (2014). Classroom Talk: understanding dialogue, pedagogy and practice. PETAA.
Halliday, M A K. (1975). Learning how to mean: Explorations in the development of language. Edward Arnold.
Hammond, J. (Ed) (2001). Scaffolding: Teaching and learning in language and literacy education. PETA.
Harumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ELT Journal 65(3), 60-69.
Hayek, J. & Slaughter, Y. (Eds) (2015). Challenging the monolingual mindset. Multilingual Matters.
Hertzberg, M. (2012). Teaching English language learners in mainstream classes. PETAA.
Jenkins, J. (2012).English as a Lingua Franca from the classroom to the classroom, ELT Journal, 66(4), 486-494.
Jones, P. (Ed) (1996). Talking to learn. Sydney: Primary English Teaching Association, 1996.
Jones, P., Simpson, A., & Thwaite, A. (Eds) (2018). Talking the talk: snapshots from Australian classrooms. PETAA.
Kramsch, C. (2009). The Multilingual Subject. OUP.
Murray, N. (2012). English as a lingua franca and the development of pragmatic competence, ELT Journal, 66(3), 318-326.
Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL Speaking and Listening. Routledge.
Nation, I. S. P. & Gu, Y (2007). Focus on Vocabulary. Sydney: NCELTR Macquarie University Press.
Nunan, D. (2013). What is this thing called language? 2nd edition. Palgrave Macmillan.
Painter, C. (1991). Learning the mother tongue, 2nd ed. Deakin University. Chapter 4: Phase II: Transition period, pp. 21-31.
Painter, C. (2005) Learning Through Language in Early Childhood. Bloomsbury Publishing PLC. Chapter 1: The ontogenesis of language and learning: A survey of approaches.
Parker, B & Harper, H. (2018). Teaching with intent: scaffolding academic language with marginalised students. PETAA.
Rushton, K. (2008). Cooperative planning and teaching for ESL students in the mainstream classroom, TESOL in Context, 18(1), 21-28.
Sharpe, T. (2008). How can teacher talk support learning? Linguistics and Education, 19, 132-148.
Shim, J. (2007). Teacher talk as strategies in the classroom, Journal of the Research Institute of Korean Education, 25(1), 73-88.
Scull, J. (2016). Effective literacy teaching for Indigenous students: Principles from evidence-based practices. Australian Journal of Language and Literacy, 39(1), 54–63.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning 52(1), 119-158.
UNESCO (2003). Education for a multilingual world. UNESCO.
Waters, A. (2012). Trends and issues in ELT methods and methodology, ELT Journal, 66(4), 440-449.
Wei, L. (Ed). (2007). The Bilingualism Reader, 2nd edition. Routledge.
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge University Press.
Wells, G. (2009). The meaning makers: learning to talk and talking to learn, 2nd edition. Multilingual Matters.
Yanfen, L. and Yuquin, Z. (2010). A study of teacher talk in interactions in English classes, Chinese Journal of Applied Linguistics, 33(2), 76-86.