Observation Task 1: Chit Chat

Spoken interaction in the Young Learner classroom

Focus: Noticing the purposes of talk in the EYL classroom

This observation activity is designed to focus your attention on
understanding 1) the amount and 2) the type of talk that goes on in the
English classroom. It will give you a clearer sense of the purpose of talk in
the classroom; as well as identify how much talk is in English / how much
is in Arabic. It should also start you asking yourself why language is used
in the classroom

Objective: To encourage student teachers to identify and discuss

classroom interaction patterns

Procedure: Familiarize yourself with the Observation Table: interaction

patterns in the EFL classroom.

Before the Observation: Think about the purposes for speaking and the
reasons for different types of interaction patterns in the EFL classroom.
Can you add any more to the table?

During the Observation: Choose three students in a class. Observe

them for a full lesson. Each time the learners speak, put a tick in the box
that gives the best explanation for why the child spoke. Also note the
language used (E= English) or Arabic (A).

Example Observation Table: Interaction patterns

Reason for speaking Learner A Learner B Learner C

1 Learner repeats
word/phrase after E
teacher
2 whole class
Learner repeats
word/phrase after E E E
teacher
3 group/pair
Learner repeats
word/phrase after E E
teacher
individual
4 Learner responds to E
direct E
5 question from teacher
Learner responds to
open E
6 questionasks
Learner fromteacher
teachera E A
question A
Observation Table:
Reasons for speaking in the classroom

Class: KG2
Number of learners: 27
Length of lesson: 25 min
Teacher observed Language: Shaikha
Learning Goals: use simple words to speak such as go
Materials used: flash cards- videos- story.

Reason for speaking Learner A Learner B Learner C

Learner repeats word / yes yes yes
1 phrase
after teacher
Learner whole
repeats word / Yes Yes No
2 phrase
after teacher
Learner repeatsword
group
/ / Yes Yes No
3 phrase after teacher
individual
Learner answers direct Yes No No
4 question
from teacher
Learner answers open yes No No
5 question
6 from teacher
Learner asks teacher a yes No No
question
Learner answers a No No No
7 partner in
Paired
Learnerwork activity
answers a group No No No
8 member in group work
activity
Learner answers the Yes No No
9 teacher
10 informally
Learner answers peer Yes No No
informally
11 Other reason for Yes No No
speaking
 Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers

What was the most common reason for speaking?
- When they need or want something they speak Internal stimulant

What was the least common reason for speaking?

-When the teacher ask question they dont speak.

Were there any boxes with no ticks?

-Yes

How much of the lesson was spent on the teacher using Teacher Talk, in
your opinion?
-10- 15 min was teacher talk
Do you feel it was an appropriate amount of talk? Why / Why not?
- Yes because most of children need to learn how to speak and produce the
language and they have to listing so they can speak.
What do you think is an appropriate sequence of interaction patterns?
-When the teacher ask a question and the child or the student answer the
question.
Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not?
-During English class most of the children tried to speak in English but
they couldnt use it for all the time so they speak in Arabic much more
than English.

Reflection for Bonus Points

You do not have to do this activity. However, if you want a higher grade,
you must do it. If you are interested in thinking about this subject more,
consider the following reflection.

Choose one of the following questions (A, B, or C) and write your answer:

A. Why is talk important for teachers?

Why is talk important for learners? (Think about the What and How.)

B. Why is it important to think about using English for varied purposes in

the classroom? For example, not just for giving an example, but also for
correcting, for praising, for everyday uses, like asking for help, or asking
to borrow something?
- using English in everyday use will help the students to enrich their
English language as much as they listen they will catch words and then it
will be familiar with them and they will be able to use them in a
conversation with others.

C. What role do you think Arabic should play in the English classroom?