Empowering learners to work in English in the classroom

How can teachers encourage students to work in English in the classroom? When checking answers with a partner, engaging in speaking activities or participating in group discussions, learners sometimes struggle to work in English, even when they are motivated to do so. While some peer discussion in L1 can be helpful when learning a language, students do appreciate learning strategies to help them and their peers stay in English during class activities. This interactive workshop presents a simple paper-based tool devised specifically to empower students to work in English in the classroom. Underpinned by positive behaviour support principles, this innovative tool enhances student self-efficacy by raising awareness of good learning habits, identifying demotivating triggers, and encouraging students to set achievable and measurable goals. Attendees will gain insights from teachers who have implemented the approach and have an opportunity to discuss best practices. Participants are encouraged to explore and implement the tool in their own classroom context, empowering students to take charge of their use of English in the classroom.

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We aim to answer these questions.

1. Why/When/How do we want our learners using English in class?

2. What are the relevant principles of Positive Behaviour Support?

3. What is a simple, effective, positive way to encourage learners to use English?

4. What other ideas do we have?

Workshop

• Working in English (Is it always necessary?)

• Positive Behaviour Support

• A Simple Tool

• Challenges

• Reflection

• Is it necessary/desirable for learners to operate 100% in English in class?

• Should our classroom (or school) have an "English-only" policy?

• How could using learners' first/other languages help them learn English?

ACER - Australian Council for Education Research

E4L - Evidence for learning (Australian not-for-profit education research organisation)

PISA - Program for International Student Assessment

Report

self-efficacy - confidence or belief in your ability to control your own motivation, behaviour, performance or social environment

This is a "We" thing

Not just "You should" or "I will"

In this together

• Raise awareness of learning behaviours

• Identify demotivating and focus-reducing triggers

• Set achievable and measurable goals

Positive behaviour support

• Personalisation: know your students and their influences; differentiate between learners; give specific praise and feedback

• Learning guidance: explicitly teach effective learning behaviours; encourage ongoing reflection

• Classroom management: develop classroom routines; establish clear expectations; employ strategies that foster learning

Class specifications

• Bridging English programs

• Academic English

• Predominantly Chinese language background students

• Intermediate-Upper Intermediate level

Below is a selection of their comments.

• Paper and pen

Aims

• Raise student awareness

• Identify demotivating triggers

• Set achievable goals

Procedure

Stage 1 - Preparing

1. In pairs or groups, students discuss:

   What are the benefits of working in English? (3)

   What helps you to work in English? (2)

   What do you want to achieve by working in English? (1)

2. Feedback from whole class

3. Introduce "A Simple Tool" to help us work in English in class.

4. Go through the aims (above)

Stage 2 - Setting Up

1. One grid per group. Nominate a group monitor.

2. The monitor writes the group members’ names down the left-hand side.

3. Every ten minutes, the monitor puts a tick next to the name of the students who speak only English for the full ten minutes.

4. If a student speaks in L1 at all, the monitor leaves that ten minutes blank. NOTE: Do NOT use crosses, frowny faces or other negative imagery.

Stage 3 - Reflecting

1. At the end of the lesson, go back and look at the blank spots.

2. Discuss what the “triggers” were for speaking L1 in those moments.

3. Think about how we might avoid or manage that next time.

4. Teacher reflection: What do these grids tell me about my students?