Student and Teacher talk refers to the variety of ways in which a language teacher communicates with their students in the classroom. Generally, teacher talk can be divided into indirect and direct influences that shape the interaction of the students with the teacher and each other. Student talk is more complex to explain but has some common traits. This post will explain the two types of influence that are under teacher talk as well as common characteristics of student talk.
Indirect influences is teacher talk that is focused on feelings, asking questions and using student ideas. The focus on feelings is accepting and acknowledging how students feel. This can also involve praising the students for their work by explaining what they have done well.
Other forms of indirect influences include using student ideas. The ideas can be summarized by the teacher or they can be repeated verbatim. Either way, allows the students to contribute to the class discussion.
Lastly, another indirect influence is asking questions. This is a common way to stimulate discussion. The questions asked must be ones in which the teacher actually expects an answer.
Generally, indirect influences are often soft and passive in nature. This is in direct contrast to direct influences
Direct influences are more proactive and sometimes aggressive in nature. Examples include giving directions and or information. In each case, the teacher is clearly in control and trying to lead the class.
Other types of direct influences include criticism. Criticism can be of student behavior or of the response of a student. This is clearly sending a message to the student and perhaps the class about what are acceptable actions in discussions.
When students talk it is usually to give a specific or open-ended response. A specific response is one in which there is only one answer. An open-ended response can have a multitude of answers.
Students can also respond with silence. This can happen as a result of the inability to express oneself or not understanding the question. Confusion happens when students are all speaking at the same time.
Students may also respond using their native language. This is normally avoided in TESOL but there are times where native language responses are needed for clarification.
Communication in the classroom can show itself in many different ways. The insights provided here give examples of the various forms of communication that can happen in a language classroom.
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