Communication in the Classroom

Dialogic Approaches to TESOL: Chapter 2

        While reading this chapter, a quote struck out to me and really got me thinking about my future career as a teacher. Wong writes, “Americans communicate ‘in order to assert independence, in the Chinese view one communicates in order to harmonize, silence often being a salient part of the process”’ (p. 46). This quote is so interesting because as I future educator I must be aware and conscious of the affect of one’s background on their speaking practice, class participation, and outlook on communication. What I mean by this is that I must be aware that if a student is more apprehensive to speaking up in class, it is not because they are not learning or paying attention, but that is the type of communication they are accustomed to.

Breaking Them Up, Taking Them Away”: ESL Student in Grade1

         I really enjoyed reading this article because I had never really considered the small details of a classroom such as seating and structure. While I find that Ms. Jones expected too much structure in her first grade classroom, I have to agree that structure is important especially with young students of varying English levels. However, there needs to be a balance, and it seems as if this classroom is lacking one. For example, the seating arrangement has all of the students with the same L1 separated, and has “normal” English L1 students in the back. While some of the other students probably require more attention in their school work, Ms. Jones is not only devaluing the importance of the education for the students in the back, having too much confidence that they will stay on task and pay attention. Secondly, completely separating students of the same L1 is too forceful. This disables them to talk with their friends, and enjoy their school environment; it may also add to discomfort.

        What struck me as shocking was the lack of communication and interaction amongst the students Ms. Jones’ classroom. ESL students should be interacting and talking as much as possible, especially at such a young age. This will build their confidence and give them practice using their L2. Additionally, these children are probably aged 6-7 years old, which according to Chomsky and other theorists is a significant age where L2 learners can acquire a language to a native level.