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The role of teacher talk in the EFL and CLIL classes

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Marta Puig Llobet

on 10 June 2015

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Transcript of The role of teacher talk in the EFL and CLIL classes

The role of teacher talk in the EFL and CLIL classes
Data analysis
The Research was carried out in the 4th grade class of a Primary school in a little town in the center of catalonia.

It is a grant-aided school that works a as a cooperative.

It has got 628 pupils.

The school is highly interested in promoting English language learning.
The research question
Do teachers use similar oral communication strategies when they are teaching EFL and when they are teaching content-based CLIL classes?
Objectives of the research
The study
The research project
focuses on the teacher’s oral communication
in a primary education classroom.

the teacher talk in foreign language classes and in content-based English classes.

Tries to identify the oral strategies teachers use to teach in EFL classes and in CLIL classes.
Know what the
relevant literature
says about the role of teacher talk in the classroom.

Observe and analyze how teacher’s oral productions is
implemented in a real class.

Find out how oral teaching
can be
into a particular school context.
The research context
Theoretical Framework
General aspects
that influence and condition the teacher performance.
2. The role of the teacher talk in EFL and CLIL Lessons.
When the learners are acquiring a new language, they gradually
move through different stages
: input (language data) intake (input processing) and output (language production)
VanPatten (cited in Gass, 2003)
English in Catalonia is acquired in a minimal input situation.
The main goal of instruction is to
create a space
where pupils can notice the cues from the input so as to help them to
break the language code
Doughty (2003)
teachers’ role
is very important in foreign language teaching because they have to supply a
sufficient amount of input
, which has to be
for the children and, at the same time, they also have to
provide a rich and a good language model
teaching factors
can affect outcomes: the teacher’s command of English, the type of teacher, the teacher pedagogy and discourse and the teacher’s beliefs.
Moon (2009)
“Teachers must be sensitive to the fact that English learners have extraordinary
cognitive burdens
when learning new information in English”
Guarino (2001)
Teacher's should Carefully monitor the
rate of speech
sentence structure
they use with English learners in order to match them with student’s proficiency levels
Echevarría (2010)
Some techniques that can be used to make content concepts clear are:
using gestures and body language, pictures and objects or providing a preview of the task.
Echervarría (2010)
Data gathering instruments
two EFL and Two CLIL lessons were recorded.

The classes recorded were taught by the same teacher.
During the recordings i was observing the class and taking notes to
the recorded information.
I put together and I analyzed the information about each topic using
and content
The data was analyzed using a chart adapted from “The SIOP Model Observation Protocol” (Echevarría et al, 2010) and an adaptation from Florit (2009).

The data gathered was organized using six main topics:

Speech appropriateness to the students’ level.
Building background.
Clear explanations of the academic tasks.
Teacher prompts.
Speech appropriateness to the student's level
Building Background
Clear explanation of the academic tasks
T: now on your books you go to page 91, and you on your own, because we did it here , you have to do two things. Thing number 1
C: yes
T: ok, and number two, (...) you classify this materials into this three boxes. for example, mineral materials.
C: glass, stone, metal.

CLIL lesson: Materials 1
Example of instructions given
gives examples
Example use of L1
T: so, yesterday I ran to “El Busquet” yes?
T: to “el busquet” però si jo estic corrent dintre el busquet dire “I ran in the park or in el busquet or whatever”
T: yes? “to” si vaig cap allà, “in” if you are there, Yes?
Children: yes
EFL lesson: Irregular verbs
Teacher prompts
Example of prompting to justifying a response
T. one question, do we use the present or the past here?
C8: the present
T: why, present or past?
Children: present
T: present or past, C3?
C3: no se,
T: you don’t know? you should know. look at here, what is this?
C3: did
T: so if did is here, we use the…
Children: present.
EFL Lesson: Irregular verbs
Example Scaffolding strategy
T: so, what about paper and cardboard, what is the origin?
C: the paper
T: do they come from animals or plants?
C: plants
T: which plants?
C: trees
CLIL lesson: Materials 1
- Speech appropriateness to the students’ level.

- Building background.

- Clear explanations of the academic tasks.

- Interactions.

- Teacher prompts.

- Strategies.
How should be the teacher talk
Teacher Performance
The teacher has an excellent
command of English

She positively contributes to the student’s language learning.

She is a good
language model
for them.
Comparing CLIL to EFL Lessons
The teacher had a
particular way of teaching
in all the lessons, therefore the
used in all lessons were similar.

What influences the strategies used is whether the lessons are
language based

EFL lessons are highly contextualized; sometimes
it is difficult to distinguish the characteristics
of the teachers’ talk in CLIL lessons from the EFL lessons
Marta Puig Llobet

Thank you for your attention!
Full transcript