Ref': A handbook for teachers developing the oral interaction competency

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• Ref. A handbook for teachers developing the
  oral interaction competency
• Interactive posters

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Using English in the ESL classroom

• The Challenge
• Commitment
• Preparation
• Resources
• Functional Language

• Practice
• Adjusting input
• Time Outs
• Reflection

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The Challenge of Oral Interaction in the
Classroom

• Auto-evaluation

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The Key Features of the first competency Oral
interaction

• The components of the process the student
  practises and develops are
• The student reacts non-verbally to messages using
  strategies
• The student transmits an oral message using
  strategies
• The student maintains oral interaction using
  strategies.

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Becoming functional

• To use spontaneous, natural and effective English
  in day to day class life.
• a commitment on the part of the teacher that
  English be the sole language used in class
• careful preparation
• access to resources for students (especially
  visuals).

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The role of the teacher

• language model, guide, helper,...
• provides support
• is the driving force
• helps create links
• promotes and nourishes English interaction
• enables students

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Careful Preparation

• Build on prior knowledge
• Anticipate how to compensate
• Provide explicit examples and demonstrations
  (modelling)
• focus on the task
• how to
• students language needs
• possible reinvestment
• strategies, explanations, demonstrations
• other aspects, material
• the teachers adjustment of input

present moment, seize the moment
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Resources for Students

• http//station05.qc.ca/css/cybersite/eslkids/poste
  rs/index.htm

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The First StepsFunctional Language

• compensatory strategies and expressions
• expressing needs
• asking for permission
• agreeing/disagreeing giving an opinion
• offering assistance
• inviting/suggesting

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Functional Language through

• general context, non-verbal reactions,
  intonation, gestures,
• associating physical actions,
• simple routines,
• (My first English class)

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Practice Makes Perfect

• Provide practice through expression lists,
  posters, reflection, self-evaluation, tasks,
  discussions,
• Essential during and after activities
• During peripheral activities
• Outside the classroom
• Engage the students

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Adjusting Input for ESL Beginners

• Repeating, referring, reinvesting, reformulating,
  
• Explanations are short, concise, in context,
  using common vocabulary,
• They are written, modeled, presented, varied,
  mimed, articulated, using props,

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Time outs

• Reflection on language and strategy use helps
  learners to focus on success and overcome
  difficulties.
• Use of French considered exceptional, a time
  out.

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Reflection
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