Classroom ManagementDealing with Teacher

Talking Time, Student Talking Time and the use of L1

1

(G26) – Group 6

May 14, 2010

FUNIBER G26 MTFL-2010 Group 6 2

Linkhttp://www.primarylanguages.org.uk/training_zone/teachers/using_the_ks2_framework/oracy/animal_parts_game.aspx Readingshttp://www.teachingenglish.org.uk/think/articles/teacher-talking-time

http://www.inglesepb15.blogspot.com

Research has shown that teachers underestimate by almost 40-50% the amount of talking they do in class. It relates to the concept of 'teacher-talk' which also turns up in the assignment.

Key questions

1) Does the Teacher of Spanish talk too much? Does she overuse L 1?2) Is "teacher-talk" appropriate in average in the situation shown? Why? Why not? Consider the differences among adults and teens3) Quality of TTT

4) What would you have done in the same situation?

We analyzed a video of an Spanish language class in The United Kingdom: “Animal Parts

Game”

FUNIBER G26 MTFL-2010 Group 6 3

TTT can have a positive effect on the language learners.

Clear TTT provides a good listening practice.

T reduces TTT by using body language, gestures

and facial expressions

Young learners depend on the teacher before they get

to produce any piece of language on their own.

Modeling the activity first, reduces TTT and makes the students feel

confident enough to do the activity in front of the whole class.

Unnecessary TTT can limit STT,Therefore their opportunities

to use L2 are less.

To much TTT produces loss of concentration, boredom, and

reduces learning.

Using elicitation rather than explanation increases STT by letting infer and discover the

language.

Increase STT by implementinggroup and pair work. Let students nominate others.

TTT is necessary for giving Instructions and guidelines

Adults feel nervous about learning but they realize about the importance of it. Teachers don´t face behavior problems with them.

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It is not too much considering:

•Learner’s age (primary school)

•Size of the class (medium)•Stage of language learning (first stage)•Objective of the class (listening and speaking skills)

QUANTITY QUALITY

Needs to be improved

Learners acquire a second language when they are exposed to one level of complexity beyond their

current ability (Krashen’s Comprehensible Input

Hypothesis).

FUNIBER G26 MTFL-2010 Group 6 5