Language is considered to be one of the most important aspects of the learning process of a

student. This is a skill that is used by students to receive and transfer information, deliver
instructions, process details and interaction as well. Being a language instructor, the major
responsibility is to develop an environment in the classroom where students are promoted to
learn language in an interactive manner. It is a challenging task for teachers to design a
classroom environment where the language teaching is integrated, focused, Scaffold,
meaningful as well as suitable according to the diverse learning needs.

Classroom strategies to promote oral language in classroom

In order to create a Classroom where students are given opportunities to improve their oral
language skills through the help of speaking and listening modes, I will make use of effective
classroom strategies. The major strategies that I will use are discussed below.

Communication: interaction is one of the most important aspects of language learning

journey for a student as well as teacher. Most of the EALD learners are hesitant in terms of
Communicating in the language classroom. This is where they require the most guidance
from their teachers (Spencer & Petersen, 2018). Communication between teachers and
students can increase their interaction and also provide them with new opportunities in the
classroom for language development.

Complete Syntactic structure: I will make sure that the students are able to understand the
syntactic structure in order to enhance their oral language skills. In order to teach students
oral language, it is important for them to understand complete syntactic structure. This will
help in facilitating better communication, helps them to efficiently process sentence
structures while speaking and also enhance their knowledge of the language (Spies & Xu,
2018). Syntactic awareness is important for students to express their ideas in form of
sentences.

Summarising the information: This is one of the most important strategies that I will use to
promote oral language in the classroom. After the completion of each lecture the students will
be asked to summarise the concepts that they have learned. They will also be allowed to ask
questions related to the lesson (Gupta, 2019). This strategy will help in making the students
more confident about the language and will also enhance the relationship between teachers
and students.
The above strategies represent that the teaching and learning in my classroom will be more
interactive and student oriented. I will focus on communicating with the students regarding
their problems and concerns with learning.

Listening comprehension
Reflective listening is a process where the person who is listening attempts to re-state or
clarify what the first person is saying. Reflective listening helps in increasing the students
understanding of teaching instructions. This will also help the students to demonstrate their
listening comprehension. In context to EALD learners, reflective listening can be considered
as a skill for communication which can help students to increase the understanding of
language through the help of people’s approaches, concerns and ideas (Hong, 2018).

As mentioned above the major goal of my classroom is to increase interaction between the
instructor and the student. Reflective listening will help in building the same.

Spoken language proficiency

As discussed above, after the completion of each lecture, students will summarise their
interpretation of the lecture in their own words which will help in analysing the level of
learning and understanding of the students in terms of spoken language proficiency.

Oral language for interaction

During the summarization of concepts and theories by students at the end of a lecture, the
students will also be given a chance to present their opinions regarding the lesson. This will
help in making effective use of oral language for interaction as well as expressing in
developing ideas.

Text structures in oral text

Each week the students will be given an activity in which they will write down a paragraph
describing the lessons that were taught during the week. They will write their takeaway
points as well as their views on the lessons. This will be presented through oral medium in
front of the class by the student (Teng, 2019). This activity will help in extending their
knowledge of text structures in context to oral text.

Reflective communication and listening is the method that I will use to convey my
expectations to the students. Each day the summarization of concepts that is provided by each
student will be assessed by me. The students will be provided an oral feedback on their
learning stage. This will motivate the students to perform better in the classroom. This will
also give rise to a healthy competition.

EAL/D language development classroom and small group learning

situations
Language development instruction in EALD students comes with a lot of challenges. One of
the major challenges is lack of proper communication. Through the help of my lesson plan, I
will make sure that students are able to communicate their problems with their teacher.
Communication is a challenge that is facing both whole class and small groups. I believe that
the type of interaction will be different in both scenarios. For example while teaching a whole
class I will form smaller groups and group leaders who will help to communicate any doubts
to the language instructor (Tan et al, 2020). On the other hand in case of smaller groups, I
will have one-on-one sessions with students to clarify their doubts.

I will make use of lectures for larger groups of students. This will help in stimulating interest,
providing core language knowledge and also deep explanation of concepts for students. The
difficult concepts of language will be conveyed through the help of an efficient framework
followed by personal learning reflection (Dunn Shiffman, 2019). In case of smaller groups I
will make sure to include the four major components of learning which include motivational
context, learner activity, interaction and strong knowledge base (Saiyad et al, 2018). Students
will be motivated to participate more.

As observed through the above practical examples, I will support EALD language
development in both whole class and small learning group situations with the help of
effective communication building. The pattern of teaching will vary according to the scenario
but the information communicated and level of interaction will be the same.
References
Dunn Shiffman, C. (2019). Learning to Communicate across Language and Culture:

Demographic Change, Schools, and Parents in Adult ESL Classes. School Community

Journal, 29(1), 9-38.

Gupta, A. (2019). Principles and Practices of Teaching English Language

Learners. International Education Studies, 12(7), 49-57.

Hong, H. S. (2018). The Effects of Listening Comprehension on ESL Learners' English

Language Proficiency. Malaysian Journal of ELT Research, 15(2).

Saiyad, S., Mishra, S. K., Rimal, H., George, C., & Kaur, G. (2018). Teaching and learning

through large and small groups. Journal of Research in Medical Education &

Ethics, 8(1), 24-29.

Spencer, T. D., & Petersen, D. B. (2018). Bridging oral and written language: An oral

narrative language intervention study with writing outcomes. Language, Speech, and

Hearing Services in Schools, 49(3), 569-581.

Spies, T. G., & Xu, Y. (2018). Scaffolded academic conversations: Access to 21st-Century

collaboration and communication skills. Intervention in School and Clinic, 54(1), 22-

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Tan, R. K., Polong, R. B., Collates, L. M., & Torres, J. M. (2020). Influence of Small Group

Discussion on the English Oral Communication Self-Efficacy of Filipino ESL

Learners in Central Luzon. TESOL International Journal, 15(1), 100-106.

Teng, F. (2019). Maximizing the potential of captions for primary school ESL students’

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