What Does the English Teacher Do While ESL Students Converse?

What do you do while students are having conversations or talking in pairs? Do you have a “formula” for taking notes? Do you focus more on fluency or accuracy in conversation activities?

Many English teachers, especially novice ESL instructors, talk more than ideal - and allow their English students to talk too little. Ironically, many ESL instructors make this “good mistake” because they are so dedicated. What, after all, are English teachers supposed to do while students exchange ideas and practice their speaking skills?

Listen. Take notes. Politely, and indirectly, correct by modeling better speech. Sometimes, for brief periods, join in the student conversations. Listen. Ask questions. Take notes. Repeat.

When I taught an advanced ESL conversation class to immigrants and international students from many different countries at Santa Monica Community College, I developed a little routine for the popular two-hour class.

First, I introduced conversation topics with a quotation or proverb and briefly introduce the day’s topic. Then I distribute worksheets (which became chapters in Compelling Conversations) with 30 or so questions, 10 or 12 key vocabulary words, and a few selected quotations or proverbs. Then students would be paired up to interview each other and share experiences for 20-30 minutes.

What did I do? I simply circled around the room, briefly joining in conversations, taking notes, and indirectly correcting students by modeling a better way to ask or respond to questions. I also jotted down key comments and “good mistakes” - both grammar and pronunciation - that I would later share with the entire class. Further, I focused on the content of student comments so fluency and meaning was more important than accuracy. Ideas and perceptions mattered more than perfect grammar.

These notes, however, helped me guide the classroom discussion because it closely echoed their previous conversations. It also lead to dynamic discussions because several perspectives were acknowledged and considered. Discussions were usually for another 20-30 minutes.

Taking notes also gave me a chance to emphasize certain sound groups or related word forms. While the students were talking to each other, I was playing reporter and taking notes. This group activity would often take another 10-15 minutes. Class ended with everyone asking a question on that same topic so they could continue the discussions outside of the classroom.

Here is a reproducible worksheet that captures that process of monitoring conversations and leading discussions. Although designed to be used with Compelling Conversations: Questions and Quotations on Timeless Topics, it can be used for any ESL classroom discussing almost any topic.

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Compelling Conversation Classroom Worksheet for Teachers

Topic:
Pages:
Date:
# of participants:
# of groups:
Class:


Opening Quote:

Opening comments to class:

Starting time for conversations:

Conversation content:
- What did you hear the students say? Summarize.






Follow-up class discussion questions:




Review Vocabulary:


Pronunciation tips:



Grammar issues:



Other comments/observations:



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Is this a lesson plan? Sort of, but it's completely responsive to your students' comments, questions, and conversations. You take the "good mistakes" from that day's actual events. Whether you consider this a worksheet or lessonplan, this document has helped me teach and lead many satisfying ESL classes.

As an old American cereal commercial used to say, "try it - you'll like it."


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Some Favorite ESL Textbooks

What ESL textbooks do you recommend? What are some of your favorite books to help English language learners develop their skills?

Two email requests in 40 hours require a decent response. Here's a quick, concise list of some ESL titles that I've enjoyed. It's by no means comprehensive, and just a starting list heavily influenced by the books in my eyesight.

The Creative Classroom: Teaching Language Outside the Box, by Hall Houston, contains dozens of bite-sized exercises to spark authentic language and creative discourse, This slim book, published by Lynx, should especially appeal to ESL students with a background or interest in engineering, science, and the arts.

Academic ESL/intensive English programs
Cambridge Vocabulary in Use series - An excellent supplemental text, especially for the more academically inclined. The self-contained two page format allows students, teachers, and tutors to pick and choose materials.

Cambridge Grammar in Use series - This series is the only grammar series that I've ever felt comfortable using in the classroom. Again, the accessible, clear format with self-contained lessons allows both self-study and effective use as a supplemental text.

English for Professionals series has become the gold standard for vocational students. The English for Health Sciences and English for Science and Engineering and English for Business all fill vital gaps. The rich collection of concise exercises, emphasizing and re-enforcing each other, make this a logical choice for workforce training programs.

Adult Education:
Side by Side - This classic series, now in its 3rd edition, particularly appeals to English language learners with limited literacy in their own best language. Given the appalling educational policies in some nearby poor countries, this textbook series has become extraordinarily popular in California and Texas.
Day by Day - Simple, clear communicative textbook for workplace instruction. Low intermediate- intermediate.
Oxford Picture Dictionary and workbook - excellent for beginning and intermediate English language learners.

Writing

Writing Academic English, by Alice Oshima and Ann Hogue, provides practical techniques for students planning to attend community college or university. I think the latest version is the fourth. I've used it in several programs with considerable success.

In Focus: Strategies for Academic Writers by Myra Ann Shulman, however, is my current choice for intermediate ESL students.
The clear, detailed exercises allow students to learn academic writing by actually writing short, focused pieces.

Finally, for advanced ESL students and international graduate students, I strongly recommend Academic Writing for Graduate Students, 2d ed.: Essential Tasks and Skills (Michigan Series in English for Academic & Professional Purposes) by John M. Swales and Christine A. Beer Feak. I teach two courses using this textbook at USC, and students make clear, significant progress by completing bite-sized writing exercises and analyzing short journal readings. The teacher's guide, called Commentary for, also deserves to be on your list.

Speaking Skills:
Giving Academic Presentations, by Susan Reinhart, stands heads and shoulders above the other ESL textbooks for public presentations. Students learn how to give clear, systematic oral presentations including problem-solution and process descriptions.

Communicating in Business by Simon Sweeney -Yet another outstanding Cambridge title, this Business English textbook includes helpful materials on negotiating and socializing as well as presenting.

Last, but not least, I naturally recommend Compelling Conversations: Questions and Quotations on Timeless Topics, by Toni Aberson and Eric Roth, as a supplemental text for advanced ESL classes, conversation clubs, and tutors.

Other special interest ESL books of quality.
Film is Content: A Study Guide for the Advanced ESL Classroom by Julia A. Williamson and Jill C. Vincent- This underappreciated University of Michigan textbook deserves a much wider audience. Although slightly dated, students learn critical thinking skills, academic vocabulary, and modern film.

Again, this list is just a starting list. What ESL books have your found effective in your teaching? Why?

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Conversation Tip #15: Seek First to Understand - ESL Worksheet

Seek to Understand
Have you ever seen two emotional people talk past each other? Both talk and neither listen. Both want to tell the other, and don’t want to hear – or understand – what the other person is saying. This happens too often in stressful workplaces.
Stephen Covey, author of the international bestseller called “Seven Habits of Highly Effective People, advises people “to seek first to understand, then to be understood.” Following this traditional wisdom can improve workplace relationships and communication.

What are some techniques that can help understand other people? Here are some tips:
• Listen first and avoid interrupting.
• Pause before speaking.
• Look people in the eye.
• Be curious.
• Ask “what” and “how” questions to get more information.
• Keep the voice down. Stay calm. Talk slow.
• Repeat or rephrase what people say to avoid misunderstandings.

What are some other tips to avoid misunderstandings or conflicts at work?
1.
2.
3.
4.
What are some advantages of staying calm at work?
1.
2.
3.







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Volume Matters

Speaking too loud can be annoying and push people away. Speaking too softly, however, can be an even larger obstacle to simple communication and a satisfying conversation.

During classroom discussions in English class, some students to will boldly speak their mind. Other students tend to hold back, offer only the safest comments, and other share their wit. One overlooked, essential quality to speech in class, however, is volume. Students must speak loud enough that their fellow students can hear them - whether seated in the front or back row.
One can, however, sympathize with the timid English students who speak softer than ideal in a large classroom.

Being inaudible, however, in personal conversations remains a far more serious problem - especially for English as a Second Language (ESL) students.

Student conferences, especially with shy students worried about their grade or academic performance, can often be a bit awkward for both the professor and student. ESL (English as a Second Language) students, sometimes insecure about their pronunciation or vocabulary, can feel particularly anxious. ESL and other English teachers have to find ways to reduce student anxiety, provide a safe place for English students to speak, provide feedback on student work, and uphold academic standards. (Adult education, by the way, would be greatly improved if ESL teachers had more opportunities for student conferences.)

In general, I find student conferences very productive and satisfying because you get a chance to really work with a college student on their writings and assignments. I often feel that I learn as much as I teach in these 20-30 minute student conferences.

Sometimes, however, I have awkward conferences. If the student has plagiarized, then this can’t be avoided. Those moments, which I dread, can not be avoided. So it goes.

Yet sometimes, as occurred last semester, an ESL (English as a Second Language) student is so shy, so timid, and so unsure that they speak so softly that I can’t even hear. Sometimes I lean forward and ask them to please speak a bit louder. If a student continues in the same low volume, I might apologize for my poor hearing and again request they speak up. What does one do on the third request?

“Please speak a bit louder so I can hear you.”

Was this too direct? I wanted to say, “If I can’t hear you, you will be misunderstood. I want to understand you. Speak up!!”

Patience, this time, paid off. The student raised her voice to an audible level, and replied, “okay.”

“Good to hear you,” I replied. We proceeded to have a productive end of semester conference.

English and ESL teachers at all levels, from elementary school and high school to adult school and university, need to emphasize the importance of student speech being comprehensible. That includes speaking loud enough that conversation partners, classmates, and instructors can hear.

Bottomline: students must speak up in conversations, conferences, and class discussions. Volume matters.


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Please speak a bit louder so I can hear you

Student conferences, especially with shy students worried about their grade or academic performance, can often be a bit awkward for both the professor and student. ESL students, sometimes insecure about their pronunciation or vocabulary, can feel particularly anxious. ESL teachers have to find ways to reduce student anxiety, provide a safe place for students to speak, provide feedback on student work, and uphold standards.

In general, I love student conferences because you get a chance to really work with a student on their writings and assignments. I often feel that I learn as much as I teach in these 20-30 minute conferences.

Sometimes, however, I have awkward conferences. If the student has plagiarized, then this can’t be avoided. Those moments, which I dread, can not be avoided. So it goes.

Yet sometimes, as occurred last semester, an ESL student is so shy, so timid, and so unsure that they speak so softly that I can’t even hear. Sometimes I lean forward and ask them to please speak a bit louder. If a student continues in the same low volume, I might apologize for my poor hearing and again request they speak up. What does one do on the third request?

“Please speak a bit louder so I can hear you.”

Was this too direct? I wanted to say, “If I can’t hear you, you will be misunderstood. I want to understand you. Speak up!!”

Patience, this time, paid off. The student raised her voice to an audible level, and replied, “okay.”

“Good to hear you,” I replied. We proceeded to have a productive end of semester conference.

Bottomline: students must speak up in conversations, conferences, and class discussions. Volume matters.

Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com