Discussing Classroom Language in a Non-English Subject

Three weeks ago, the art teacher I’m in charge of, Ana, asked me if there were ways we could further improve our students’ English vocabulary in class. In this class, I’m usually in charge of the creating presentations and discuss topics like geometry, colours, art analysis etc. However, throughout these discussions (and even during class activities), we noticed that all students have a commonality--the lack of knowledge in classroom language. Ana and I eventually came up with the the topic: Discussing Classroom Language in Art Class by teaching our students useful sentences and questions that can are needed during table activities and/or discussions.

The list shows simple phrases and questions in English including their Spanish translation. I decided that the students would learn better this way since some of them in class continue to have trouble understanding concepts in English. I presented the topic in class the week after by reproducing and distributing copies of the classroom language list in our 1-2 ESO classes. I also prepared a presentation so that everyone would be able to follow through easily. The first part of the presentation includes (see list above) roll call, calling the teacher, you don’t understand, and asking for permission. While the second half of the list was discussed a week after.

● Classroom Language (first part): https://www.canva.com/design/DAEvaYPo7l0/5n4sum3J9qbVPuFW1rbkDA/view?utm_content=DAEva YPo7l0&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink ● Classroom Language (second part):

https://www.canva.com/design/DAEwg-niQZU/c-YPnTBWN8HzFiyJACpU1Q/view?utm_content=DAE wg-niQZU&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

Students’ reaction and method used

The students were excited to learn classroom language. Since most of them were already familiar with the phrases/questions, I didn’t have a hard time teaching the two parts. Repetition was applied until students got to remember the phrases/questions. However, some students had a hard time following through the discussion. To break this, I asked them individually to say the English phrases/questions out loud and try to translate them into Spanish. Since the presentation didn’t have the Spanish translation, these students had to use the list provided as a guide. The two presentations were a success and we noticed that afterwards, students started using the vocabulary in class discussions and class activities. It’s obvious that the method used here is the Grammar Translation Method. Though this method isn’t my preferred way of teaching English to my students, I’m surprised that it actually worked well and now my students know how to use classroom language in class. I noticed that my students were more attentive when their L1 is acknowledged, recognized, and when combined when learning L2.

Activities

● Kahoot Game: Classroom Language By the end of the second presentation, students were encouraged to participate in a kahoot game about classroom language.

● Fill out the blanks To test the students’ knowledge, they were asked to fill out the missing words in every phrase/question.

● Minibook Students were asked to create a minibook. I provided a template (see images 1 and 2 below) where I tested my students’ listening skills through following my instructions on how to make a minibook. I encouraged them to use classroom language questions such as: “Is this correct?” “I’m sorry I don’t understand.” “May I borrow your scissors?” etc. Once they were done, I asked them to write on their minibooks the classroom language phrases and questions that they remember. Since this is Art class, I asked them to draw pictures related to the phrases/questions as well.

● Roleplay (Activity not tested yet) Students will be given scenarios and will reenact them in class. The students have to use proper phrases/questions in their scenes.

Other method that can be used

Another method that can be used in teaching classroom language is called the TaskBased Approach. Since we are discussing scenarios, students can be presented with situations (example: “You forgot your pencil at home and you need one for the class activity, what would you do?”). Students will then have to reenact the situation and use phrases/questions applicable for the problem. In the example, the dialogue would be, “May I borrow a pencil?” “Of course!” In this approach, students will have to rehearse until they master the topic.

Even though the Grammar Translation is not my preferred teaching method, teaching classroom language made me realize that using this method has its own benefits and can definitely work in some cases. Since we’re talking about classroom phrases/questions the students use everyday, it was easy for them to translate the list provided into their mother tongue (L1). I observed that my students were able to understand the ideas easily and became more comfortable in class afterwards. As a language assistant, it’s important for me that I get to build a good relationship with my students. I realized that even though my job requires me to talk and teach them English, it’s good that from time to time, I make an effort to take a step back and use their mother tongue for them to understand concept keys and ideas. It’s effective especially for those who have low English proficiency. I would definitely use the Grammar Translation method but perhaps not all the time.