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

Class: Grade 1/ section 4

Number of learners: 29
Length of lesson: 45 minutes
Teacher observed Language: Ms. Fatima
Learning Goals: identify the letter Nn ( review)
Materials used: borad marked - books

Reason for speaking Learner A Learner B Learner C

Learner repeats word / phrase EEE EEE EEE
1 after teacher whole class
Learner repeats word / phrase E EEE EEE
2 after teacher group / pair
Learner repeats word / phrase E E EE
3 after teacher individual
Learner answers direct question AA A E
4 from teacher
Learner answers open question AA EE A
5 from teacher
6 Learner asks teacher a question EE

Learner answers a partner in AAE AE AAE

7 Paired work activity
Learner answers a group member A
8 in group work activity
Learner answers the teacher E E EE
9 informally
10 Learner answers peer informally E

11 Other reason for speaking AA EA E

12 Other reason for speaking A AA AA

 Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers

What was the most common reason for speaking?

The most common reason for speaking, there was learner repeats word after
teacher whole class, group, and individual.
What was the least common reason for speaking?
The least common reason for speaking, there were leaner asks the teacher a
question, learner answers a partner in paired work activity and learner answers
a group member in group work activity.
Were there any boxes with no ticks?
Yes, there were some without ticks like learners A and B were asks a teacher
a question. And learner has answered pees informally.
How much of the lesson was spent on the teacher using Teacher Talk, in your
opinion?
The teacher was talking less time 15 min. teacher was explaining lesson simple
in English such as letters and vocabulary. Also, the teacher gave instruction,
ask a question about what is this lesson? For students.
Do you feel it was an appropriate amount of talk? Why / Why not?
Yes, it is an appropriate amount of talk, because some students were young
and used more language in Arabic. However, the students were some
understand in English likes vocabulary with pictures.
She didnt talk more time, and she was an opportunity to speak to students
such as instruction, ask a question was all simple and explain.
What do you think is an appropriate sequence of interaction patterns?
An appropriate sequence, the teacher, had less to talk because she takes 20
minutes and she used good learning outcome.
I think the teacher good use talk a little time like warmer up and introduction
class.
Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not?
The teacher cant use Arabic in the class English because she wants more
teach English. If students didnt understand the lesson, she would use in
Arabic.
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?

Because of the subject in English. The teacher must talk and letters or
vocabulary to learn speak.
Why is talk important for learners? (Think about the What and How.)
The students were able to pronounce the letters or vocabulary
correctly. Also, they are a good relationship with student and teacher.

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?