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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.
FUNIBER G26 MTFL-2010 Group 6 4
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