Group work and interaction in language learning classrooms
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Small Group Discussion Protocols (20 Examples)

"Each of these protocols will have a “time required” section which is my [Dakin Burdick, Center for Teaching Excellence, Endicott College, 2011] best guess of how much time each will take. That estimated time is based on students having about a minute to respond individually to any issue. That limit was chosen on the assumption that the small group discussion is intended to prepare the students for the large group discussion. If the small group discussion is intended to develop meaningful outputs, the times will probably be longer.

It will also list an “Online equivalent” for the exercise. When selecting the tools you wish to use online, you will first have to decide whether an activity works best synchronously or asynchronously. In general, I tend to aim at asynchronous interaction first, because it allows participants around the world to log in at their convenience. I like the idea of global conversations, and they tend to be richer and more diverse. Asynchronous discussions also give participants more time to think about their about their responses, and give shy or contemplative participants a better chance to contribute. Asynchronous interactions take a long time though (several days at least), which may lead you to choose synchronous interactions instead. Synchronous interactions are quicker and because they often involve audio or video, they can more quickly establish a sense of community and a perceived rapport with the instructor."


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Group work and interaction in language learning classrooms
Interesting tidbits on interaction and small group learning in the second language classroom
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Special issue of Learning and Instruction: Classroom dialogue and learning outcomes

Classroom dialogue and learning outcomes
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Special issue of Learning and Instruction: Classroom dialogue and learning outcomes
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Teaching Strategies About the Socratic Method

Teaching Strategies About the Socratic Method | Group work and interaction in language learning classrooms | Scoop.it
We take a look at the Socratic method of teaching, wherein students create, participate, and gain a deeper understanding of the topic at hand.
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This fits in nicely with dialogic inquiry in the English language classroom. See https://academic.oup.com/eltj/article/68/1/1/492754/Engaging-learners-conversation-or-dialogic-driven?etoc
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Contributions and silence in academic talk: Exploring learner experiences of dialogic interaction

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This is an interesting article. The researcher has investigated the students' perspectives on dialogic interaction in a postgraduate language teaching program in which the students are at the same time learning about dialogic interaction.
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Web-based Collaborative Writing in L2 Contexts: Methodological Insights from Text Mining | Distance-Educator.com

Web-based Collaborative Writing in L2 Contexts: Methodological Insights from Text Mining | Distance-Educator.com | Group work and interaction in language learning classrooms | Scoop.it
The increasingly widespread use of social software (e.g., Wikis, Google Docs) in second language (L2) settings has brought a renewed attention to collaborative writing. Although the current methodological approaches to examining collaborative writing are valuable to understand L2 students’ interactional patterns or perceived experiences, they can be insufficient to capture the quantity and quality of […]
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An interesting paper for people interested in researching web-based collaborative writing in L2 settings 
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CREATIVITY THROUGH INQUIRY
DIALOGUE

CREATIVITY THROUGH INQUIRY <br/>DIALOGUE | Group work and interaction in language learning classrooms | Scoop.it
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The concept of creativity carries with it the idea that something new and useful has emerged from some form of human endeavor (Lubart & Sternberg, 1999). Yet what constitutes “new” and “useful” and for whom, in what contexts, and how does it “emerge”? Similarly, dialogue, as opposed to merely any interac-tion, occurs when two or more people bring their unique perspectives together into a dialogic space, with new meanings emerging from those voices (Wegerif, 2013). Does it follow, then, that if we can say that those new, emerging meanings are useful in some way for the speakers, we have an example of creativity in that particular context? If so, then a remarkable opportunity presents itself to include a dialogic approach in educational contexts such as second-language classrooms. This is my intent in this chapter—first, to tease out what creativity can mean for second-language learning in the classroom, and second, to suggest how particular forms of classroom talk, especially those that are dialogic in nature, can be part of this process of emerging new meanings (creativity), and thus the learning of a second language.
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Lisa Nielsen: The Innovative Educator: What's Your Classroom Inviting Students to Do? 4 Configurations to Consider.

Lisa Nielsen: The Innovative Educator: What's Your Classroom Inviting Students to Do? 4 Configurations to Consider. | Group work and interaction in language learning classrooms | Scoop.it
When I was pursuing my Masters degree in education back in the 90s, we spent time figuring out how to best set up a classroom. Traditional rows were out. Pods of four were in.
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How you arrange the seating in your language classroom at the beginning of a lesson can have a big impact the level of interactivity during that lesson.
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The Best Resources Sharing The Best Practices For Fruitful Classroom Discussions

The Best Resources Sharing The Best Practices For Fruitful Classroom Discussions | Group work and interaction in language learning classrooms | Scoop.it
The Best Resources Sharing The Best Practices For Fruitful Classroom Discussions
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Some great resources here.
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The Big List of Class Discussion Strategies

The Big List of Class Discussion Strategies | Group work and interaction in language learning classrooms | Scoop.it
Here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging.
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A good list of practical strategies to support discussion in the classroom. Appropriate for the TESOL class too.
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2 - A theory of teaching as assisted performance - University Publishing Online

2 - A theory of teaching as assisted performance - University Publishing Online | Group work and interaction in language learning classrooms | Scoop.it
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This was a highly influential book for me and I recommend all teachers read it at least twice in their careers.
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How I'll Engage My Students as Learners: Six Ways to Make Connections

How I'll Engage My Students as Learners: Six Ways to Make Connections | Group work and interaction in language learning classrooms | Scoop.it

I believe that every person is unique and every child can learn, but I recognize that students learn best when engaged — where expectations are appropriately challenging within an environment that is both safe and that...

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I love the author's question that prompted this blog post. "What learning environment will I provide so that my students can’t wait ’til the next class?" That's a question for every teacher!

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Concepts for Teaching Speaking in the English Language Classroom | Burns | LEARN Journal: Language Education and Acquisition Research Network

Concepts for Teaching Speaking in the English Language Classroom
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Abstract Systematically and explicitly addressing the teaching of speaking is an aspect of English language teaching that is often underestimated. While teachers may be presenting various speaking activities in the classroom, such activities may amount to ‘doing speaking’ rather than ‘teaching speaking’. In this article, I argue that being a competent teacher of speaking involves understanding the ‘combinatorial’ nature of speaking, which includes the linguistic and discoursal features of speech, the core speaking skills that enable speakers to process and produce speech, and the communication strategies for managing and maintaining spoken interactions. The article concludes by presenting a ‘teaching-speaking cycle’ (Goh and Burns, 2012) that teachers can use to plan tasks and activities that explicitly address these aspects of speaking and that scaffold student learning
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Sacra Jáimez's curator insight, February 5, 2016 8:34 AM

An insightful article on how teaching speaking should be planned to help learners become more aware and autonomous in dealing with an speaking task inside the classroom or once outside in the real world.

 

Shona Whyte's curator insight, February 8, 2016 7:42 AM

Burns says not do "do" speaking but "teach" speaking, and provides reasons and examples

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Interaction in Classroom

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Some "simple" techniques for motivating young learners to interact more in English in the classroom in a context where they rarely use English. Worth a look!

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Review book: Group Work in the English Language Curriculum

Review book: Group Work in the English Language Curriculum | Group work and interaction in language learning classrooms | Scoop.it
Sociocultural and Ecological Perspectives on Second Language Classroom Learning
PHILIP CHAPPELL
Palgrave Macmillan, 2014
REVIEWED BY LE VAN CANH


      Since the advent of the Communicative Approach to Language Teaching, group work has always been recommended as a fundamental
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A review of my book. Some insightful comments from Le Van Canh.

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Classroom Management to Create a Culture

Classroom Management to Create a Culture | Group work and interaction in language learning classrooms | Scoop.it
Use these classroom management tips to create your own culture.
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Sensible tips for creating a collaborative classroom
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Classroom Management Without Rules, Consequences

Classroom Management Without Rules, Consequences | Group work and interaction in language learning classrooms | Scoop.it
Here's how to engage students to avoid having to rely upon a system of classroom management rules and consequences.
Phil Chappell's insight:
I like this student- and learning-centred approach to classroom management. Many of the suggestions can apply or be amended for adult ESL/EFL learners, too.
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Why Group Work Could Be the Key to English Learner Success

Why Group Work Could Be the Key to English Learner Success | Group work and interaction in language learning classrooms | Scoop.it
English learners are often portrayed as a struggling group, but at San Francisco International High School educators see the language diversity in their
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A practical article about the importance of group work for classes with students from diverse language backgrounds and different English language abilities.
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Teaching Academic Writing in The Blended Classroom - EFL Magazine

Teaching Academic Writing in The Blended Classroom - EFL Magazine | Group work and interaction in language learning classrooms | Scoop.it
Teaching Academic Writing in The Blended Classroom Hybrid learning is great but... I’ve been teaching academic writing to high-intermediate and advanced ESL
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Some excellent ideas here.
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Small Change: Tone & the Inclusive Classroom

Small Change: Tone & the Inclusive Classroom | Group work and interaction in language learning classrooms | Scoop.it
"Inclusive Classroom: Some Practices to Consider" is a resource developed by the UMichigan Center for Research on Learning and Teaching In any discipline, instructors can take deliberate steps to ensure that all students feel...
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This is applicable to many classrooms, especially the language classroom.
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Evidence Based EFL: Try this it works! Error correction for speaking

Evidence Based EFL: Try this it works! Error correction for speaking | Group work and interaction in language learning classrooms | Scoop.it
I first met Chris Smith at IATEFL 2014. I was drawn, like a moth to a flame, to his talk entitled "error correction for speaking: An evidence based approach" (write up here) How could I resist?
Phil Chappell's insight:
This is a good blog post and the implications for the classroom are that teachers need to be working with learners' spoken language, intervening at need (the idea of contingency management from the scaffolding literature). Error corrections are an important part of the language learning and teaching mix.
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Understanding and Encouraging Willingness to Communicate in the Language Classroom #1

Understanding and Encouraging Willingness to Communicate in the Language Classroom #1 | Group work and interaction in language learning classrooms | Scoop.it
In the first in a new, short series of posts, Prof. Hayo Reinders explores the concept of 'Willingness to Communicate'. Producing the target language is an important factor contributing to success in language acquisition (Swain and Lapkin 1995). Many language teachers around the world, however, have experienced the challenges of encouraging learners to produce the [...]
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20 Classroom Setups That Promote Thinking

20 Classroom Setups That Promote Thinking | Group work and interaction in language learning classrooms | Scoop.it
20 Classroom Setups That Promote Thinking
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Good practical suggestions for organising the classroom to promote interaction and thinking.
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Integrating Group Work into Lesson and Unit Plans

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A few people have asked me recently about Chapter 8, so I thought I'd make it available here for those interested in integrating group work into the curriculum.
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3 Videos on the Importance of Empathy

3 Videos on the Importance of Empathy | Group work and interaction in language learning classrooms | Scoop.it

Some nice videos When you're having a tough day, the support of friends and colleagues is essential.

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Some nice videos on understanding empathy. Empathy is similar to intersubjectivity - when "she knows that I know that she knows". Intersubjectivity and empathy are essential for maximising classroom interaction that supports learning.

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Speaking More English Outside of Class: Meetup.com

Speaking More English Outside of Class: Meetup.com | Group work and interaction in language learning classrooms | Scoop.it
If you teach English in an English-speaking country, how often have you asked your students to tell you who they practice their English with, only to discover that many of your students have virtually no English-speaking friends, and typically...
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Sacra Jáimez's curator insight, December 3, 2015 12:29 PM

Doesn't it sound great to have the opportunity to speak  and be more exposed to English outside the classroom,?

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Rupert Wegerif on 'Dialogic Space' and 'Infinite Other'

In a talk given at the Virtual Tech de Monterrey Rupert Wegerif explains what he means by 'dialogic space' and 'Infinite Other', key concepts for a dialogic ...
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This is a very clear summary of Wegerif's contemporary ideas on dialogism. For a fuller account, see his book: Dialogic: Education for the Internet Age.

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