Kantor Operasional Jl Selat Sunda IV/D5/27 Malang;
Kantor Komisariat Jl. Raya Tlogowaru 88 Malang
From English Classroom to Classroom English
From English Classroom
to Classroom English
Sakban Rosidi
NAMS, The Partner in Human Development
The English Teacher
makes course interesting.
teaches good pronunciation.
explains clearly.
speaks good English
shows the same interest in all students.
makes all the students participate.
shows great patience.
insists on the spoken language.
makes pupils work.
shows sympathy for pupils.
is fair to all students
inspires students’ confidence.
The Terms Clarified
English Classroom is a learning place, usually restricted by walls, where English is taught as a subject matter.
Classroom English is the using of English as a language of instruction and classroom management in both English or non-English subject matter.
Rationale:
The role of linguistic interaction
Teaching is considered primarily in terms of methodological problems and practical solutions to these problems.
It is, however, often forgotten that the classroom procedures derived from a particular method almost invariably have to be verbalized.
The role of linguistic interaction
Instructions have to be given, groups formed, time limits set, questions asked, answers confirmed, discipline maintained, and so on.
Most of them are done by using any language. Language is the prime medium of instruction and classroom management.
The role of such linguistic interaction is perhaps one of the least understood aspects of teaching, but it is clearly crucial to the success of the instructional events.
The theoretical starting point
Teachers acquire a very limited repertoire of classroom phrases, or makes as little use of English as possible.
Classroom situation is a genuine social environment which allows the meaningful situational use of the language.
Many classroom management phrases can be transferred to “normal” social situations.
The theoretical starting point
Language is a tool of communication and not a museum exhibit.
Classroom situations and procedures are generally quite concrete, which means that most classroom phrases have a very clear situational link.
There still perhaps exists a false belief about children’s understanding on language. English teachers tend to undervalue the childrens’ language capability.
The Objectives of Classroom English
The aim of Classroom English is to develop a synergetic approach to optimize English proficiency through the practical day-to-day management of classes.
The approach will encourage experienced teachers to make more use of English and help them to extend the area of operation of their classroom English.
Learners will acquire a wide range of accurate, authentic and idiomatic classroom phrases that will be of value throughout their learning processes.
Teaching Classroom Competencies
A. ORGANIZATION (with examples)
1. Giving Instructions
2. Sequencing
3. Supervision
B. INTERROGATION
1. Asking Questions
2. Replying to Questions
C. EXPLANATION
1. Metalanguage
2. Reference
D. 1NTERACTION
1. Affective Attitudes
2. Social Ritual
A. Organization
1. Giving Instructions
The teacher gives appropriate instructions related to recurrent classroom activities, e.g. using textbooks, blackboard work, and group work.
Open your books at page 73.
Come out and write it on the board.
Listen to the tape, please.
Get into groups of four.
Finish this off at home.
Let's sing a song.
The teacher can control the pupils' behavior by means of commands, requests, and suggestions.
Could you try the next one.
I would like you to write this down.
Would you mind switching the lights on.
It might be an idea to leave this till next time.
• The teacher can vary the forms of instructions in order to show the range of possibilities in the foreign language.
Everybody, please.
All together, now,
The whole class, please.
I want you all to join in.
• The teacher can offer the pupils alternatives, i.e. different working methods, themes, and groups.
Who would like to read?
Which topic will your group report on?
Do you want to answer question number 6?
2. Sequencing
The teacher can sequence the lesson effectively and communicate this sequencing to the pupils.
The teacher can check what stage the pupils have reached, whose turn it is, and so on.
The teacher can introduce the class to a new activity and new stage of the lesson.
The teacher can set time-limits related to various activities.
The teacher can check that all pupils are equally capable of starting the next stage of the lesson.
3. Supervision
The teacher can direct pupils' attention to the lesson content.
The teacher can give warnings and threats.
B. Interrogation
1. Asking Questions
The teacher can ask questions fluently and flexibly, using the various forms available in the foreign language.
The teacher can ask questions related to specific communicative tasks, e.g, giving a description, opinion, reason, or stimulating conversation.
2. Replying to Questions
The teacher can give verbal confirmation of pupils' replies and/or guide them to the correct reply.
The teacher can give encouraging feedback both in controlled drill-type exercises and freer conversation.
C. Explanation
1. Metalanguage
The teacher can produce and also get the pupils to produce a translation, a paraphrase, a summary, a definition, a correct spelling, a correct pronunciation and grammatical corrections.
The teacher can give written and spoken instructions for exercises.
2. Reference
The teacher can give appropriate background factual information related to people, places and events.
The teacher can give a verbal commentary to accompany pictures, slides and films.
The teacher can use basic rhetorical devices to make the commentary more interesting and more easily followed.
D. Interaction
1. Affective Attitudes
The teacher can express anger, interest, surprise, friendship, appreciation, sympathy, disappointment, etc., as needed in the classroom situation.
2. Social Ritual
The teacher can use everyday phrases related to recurrent social situations, e.g. greeting, leaving, apologizing, thanking, congratulating, and other seasonal greetings.
