This is a short video by the authors of a 2011 ELT Journal paper: Moser, J., Harris, J. and Carle, J. (2012). ‘Improving teacher talk through a task-based approach.'
This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach ‘communicative English’ for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants’ survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses.
The authors describe how they set up a task-based training module for Japanese primary teachers. They recommend Slattery and Willis' 2004 handbook English for Primary Teachers. The authors used Ana Maria Pinter's 4 suggestions for teacher talk in the second language classroom:
1. adjusting speed
2. modifying language
3. repeating language
4. adding gestures
They added a fifth recommendation:
5. managing visual aids
You can access the full article if you have a subscription to ELT Journal
Photo http://flic.kr/p/bymxe9 @pterolaur