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 teacher – PE PE PE PE PE PE PE PE PE
whole class
2 Learner repeats
word/phrase after teacher – PE PE PE PE PE PE PE PE PE
group/pair
3 Learner repeats
word/phrase after teacher – PE PE PE
individual
4 Learner responds to direct
question from teacher PE PE
5 Learner responds to open
question from teacher PE PA
6 Learner asks teacher a
question PA PA PA


 Observation Table:
Reasons for speaking in the classroom

Class: KG2,7
Number of learners: 23
Length of lesson: 15 MIN
Teacher observed Language: MS.FATIMA
Learning Goals: LEARN LETTER “R”
Materials used: VIDEO.

Reason for speaking Learner A Learner B Learner C

ALI SHAIKAH ZAINAH
Learner repeats word / phrase
1 after teacher – whole class
E E E A E E A E E

Learner repeats word / phrase
2 after teacher – group / pair
A

3
Learner repeats word / phrase
after teacher – individual
E E E A E A
Learner answers direct
4 question
A A A
from teacher
Learner answers open A E A E
5 question
6 from teacher
Learner asks teacher a A E A E
question
Learner answers a partner in
7 Paired work activity
A A A
Learner answers a group
8 member in group work
E A A
activity
Learner answers the teacher A A A
9 informally
10 Learner answers peer
informally
A E A E A
11 Other reason for speaking

12 Other reason for speaking

 Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers
What was the most common reason for speaking? IT WAS THE Learner repeats
word / phrase after teacher – whole class

What was the least common reason for speaking? IT WAS THE Learner repeats
word / phrase after teacher – group / pair


Were there any boxes with no ticks? NO

How much of the lesson was spent on the teacher using ‘Teacher Talk’, in your
opinion? 15 MINTS.

Do you feel it was an appropriate amount of talk? Why / Why not? Yes, she know
that all students understand what she said.

What do you think is an appropriate sequence of interaction patterns? That the
teacher talk and give a time for student to ask then she complete the lesson then
give them other time to ask until she know that all of them understand the
lesson.

Now consider how much Arabic was used. Do you think it was used
appropriately? Why? / Why not? Yes, because there are some student don’t
understand and the teacher tell them what to do and how.

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? To let students take the idea and
understand the lesson and asked question for all student after finished the class
she has to know if the student understands or not.

Why is talk important for learners? (Think about the What and How.)
To help each other to understand the lesson and try to ask question, they discuss
with each other for projects or anything that the teacher wants.

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