Find six words to describe the

type of language teachers

should use in the classroom.
 How do we use language appropriately
for classroom functions?
Classroom functions are the purposes for which
we use language in the classroom. These
functions are many and varied, for example
explaining and instructing. For each classroom
function there are different exponents we can
use. The choice of exponent depends on the
learning context and purpose, the
learners’ needs, their age and level. When we
choose language that is right for the situation and
our audience, we say that we use
language appropriately.
 TASK 1 - APPROPRIACY

Work with a partner and discuss whether

the examples of teacher language are
appropriate or inappropriate. Give reasons
for your answers.

PLATFORM
CLASSROOM FUNCTIONS
 CLASSROOM FUNCTIONS

• Getting learners’ attention.

• Instructing.
• Modelling.
• Encouraging and instructing.
• Nominating.
• Prompting a learner to continue.
• Eliciting.
 TASK 2 – MATCH THE COLUMNS

FUNCTIONS DEFINITIONS
• Acknowledge • To make something easier.
• Convey meaning • To reword a sentence or phrase to improve it.
• To help learners think of ideas or to remember a word.
• Elicit • To tell someone that they have done well.
• Narrate • To tell a story or talk about something that happened.
• Praise • To ask targeted questions to get learners to tell you
• Prompt what they know.
• Recast • To express or communicate meaning.
• To show that you have seen or understood.
• Simplify
 Shall we use L1 within the classroom?

Most of the time, teachers are able to communicate their message successfully to the learners using the target
language, accompanied by gestures where appropriate. However, in some situations, particularly with young
learners and with beginner or elementary learners, it may be necessary for the teacher to use the mother tongue
or L1 from time to time.

These situations include:

• problems with discipline, for example the teacher needs to quickly stop a situation from getting out of control.
• possible injury or danger to a learner, for example the teacher notices that a learner's chair is broken.
• looking after a learner, for example a learner is very upset for personal reasons
• repeating instructions in L1 after they have been given in the target language, for example with a beginner
young learner group
• checking understanding of more abstract vocabulary, for example with an advanced class.

It is not a good idea for teachers to use more L1 in the classroom than is necessary. If they do, learners can
become more unwilling to use the target language because they are used to hearing (and perhaps using) L1.
 TOP T IPS / T IP TOPS

• Exponents used in the classroom must be appropriate for the classroom function, for the learning context and
purpose, and for the level and age of the learners. Examples of when exponents might be inappropriate are: if
the language is above the learners’ level; if the language is too informal or direct and might seem impolite, for
example: ‘Sit down and get on with your work’ spoken to a learner in a business class.

• Language should be graded to suit the language level and age of the learners. Grading language means
choosing exponents that are suitable for the language level of the learners. For example, with beginners we use
simple words and phrases, but with higher-level learners our language can be more complex. Grading
means using language at the right level for the learners to understand

• Language needs to be sequenced appropriately to provide learners with a range of learning

opportunities. Sequencing means using language in a logical order. This is particularly important for
explanations and instructions, for example: Listen. Work with a partner rather than Work with a partner.
Listen. We usually give longer sets of instructions to learners in sections as and when they need them.
 TOP T IPS / T IP TOPS

• Learners can learn chunks of language, just by hearing them again and again. So it is useful to
use a fixed range of exponents for classroom functions at the early stages of learning, for
example: Open your books and look at page ... Once learners are familiar with a set of
exponents, we can extend the range to suit their level. With more advanced learners, we can
take the opportunity to expose them to a wide range of language through the functional
exponents we use.

• Choosing which exponents we're going to use for classroom functions before the lesson is
important. If we do not plan or think about what language to use, we might use the L1, or
language which is too complex or too simple, or language which does not respect the learners.