Language Across the

Curriculum
Unit 3: Different Strategies for Language Development
Nature of Classroom Discourse
Introduction

● The term classroom discourse refers to the language that teachers and

students use to communicate with each other in the classroom. Talking,
or conversation, is the medium through which most teaching takes
place, so the study of classroom discourse is the study of the process of
face-to-face classroom teaching.
● The earliest systematic study of classroom discourse was reported in
1910 and used stenographers to make a continuous record of teacher
and student talk in high school classrooms. The first use of audiotape
recorders in classrooms was reported in the 1930s, and during the
1960s there was a rapid growth in the number of studies based on
analysis of transcripts of classroom discourse. In 1973, Barak
Rosenshine and Norma Furst described seventy-six different published
systems for analysing classroom discourse.
● It soon became clear from these early studies that the verbal
interaction between teachers and students had an underlying
structure that was much the same in all classrooms, and at all
grade levels, in English-speaking countries. Essentially, a
teacher asks a question, one or two students answer, the
teacher comments on the students' answers (sometimes
summarizing what has been said), and then asks a further
question. This cyclic pattern repeats itself, with interesting
variations, throughout the course of a lesson.
Nature of Classroom
Discourse/Interaction
● Interaction is the most popular tool of learning in modern educational system. By
this tool both teachers and learners are benefited.
● Before introducing a topic a healthy interaction can conducted. For conduction
of an interaction a teacher should have prior planning.
● Learners are provided much freedom to express their opinion. It is not like
traditional teaching.
● Learners get the chance to review things that have already been learnt.
● The clarity of speech is achieved through regular participation in interaction.
Objectives of Classroom Interaction
● It brings clarity and distinctiveness in speech
● Learners can identify their learning methods and strategies.
● A systematic communication is developed among the learners.
● Learners are acquainted with the new topics of interaction.
● The learners get the opportunity to speak and probe into his/her subjects.
● Learners are able to think new and innovative ideas are produced by them.
● Learners are inspired to do something new in the subject area.
● The ambiguity of knowledge and learning can be removed.
● Learners gather courage to present their ideas before public.
● It expels hesitation.
● Difficulties related to word utterances, sound production can be overcome.
● Teachers get the scope to identify the talents, intelligence and excellence of the pupils.
● Less interested students can be brought into the main stream of discussion.
● Interaction and its mode are always inclusive.
Modes of Classroom Interaction
● The nature of classroom interaction is mentioned below:
1) Teacher-student
2) Teacher- Two students
3) Students- Students
4) Small Peer Group
5) Teacher-All Classroom Student
6) All Students of the Classroom
Teacher-Student Interaction: This mode can be freely organized apart from
traditional classroom teaching. It removes the distance between teacher-student
relationship. The comprehension level of the learner is improved.
Teacher- Two students Interaction: It develops open-mindedness and much
cordiality. Teachers get the scope to observe the learner closely and minutely. Teachers
can suggest remedy for further improvement.
Students- Students Interaction: Students-students interaction is very effective.
Here the teacher can perform the role of an observer. In such case the teacher-observer
has the chance of studying the behaviour and manners of the learners in a friendly
circumstances. Teachers can guide them to dwell and decide a fixed topic.
Small Peer Group Interaction: Teachers can build a small peer group in classroom.
This peer may contain 4-5 students. Teachers can distribute the topics to each peer
group.
Teacher-All Students Interaction: The common interest of the learners is to be
identified. Certain topics are discussed. The learners are encouraged to participate in
the interaction. The teacher here works as a guide-cum-observer. Even the drop-out
can be brought back to school.
All-Students of the Classroom: A teacher can easily organize an open interaction
program where all students can perform. Students are encouraged to express their own
opinion freely. Drawbacks are to be noted and further communicated.
Types of Classroom Interaction
● Collaborative Learning Interaction
● Discussion and debate Interaction
● Interactive Session Interaction
● Conversation with Learners Interaction
● Loud Reading Interaction
● Story Telling Interaction
● Role-Play Interaction
● Soliloquies Interaction
Role of the Teacher in Classroom
Interaction
● A teacher creates a friendly and smooth atmosphere.
● The teacher can note down the reaction of the students.
● Encourages the students to have innovative ideas, plans and strategies.
● A teacher should have a prior planning before the interaction.
● A teacher can encourage every student to participate in the interaction with equal
interest.
● A teacher should be careful enough to study the gestures and body language of the
students.
● Can help a student to improve speech difficulty.
● Spelling difficulties are marked. A teacher must give proper correctives to overcome
the problem.
● A teacher must be careful enough about the progress of body language and
gestures.
● A teacher must encourage the learners to exercise independent thinking.
● A teacher should guide the students about the language that should be free from
narrow and biased ideas.
● Teachers are guides and observers. Students are to be made aware of the fact
that this interaction is under observation. Thereby, the version of interaction
must be refined by pure knowledge and truth itself.