7.1 Teacher Classroom Language, Instructions, and Eliciting
Key Takeaways
- Grading teacher language involves adapting vocabulary, syntax, and speech rate to match learners' proficiency without using ungrammatical 'foreigner talk'.
- Effective classroom instructions follow a logical, step-by-step sequence using short imperative clauses, physical demonstration, and gesture before distributing materials.
- Instruction Checking Questions (ICQs) verify whether learners understand task logistics, whereas Concept Checking Questions (CCQs) check comprehension of target language items.
- Eliciting techniques prompt learners to produce language, ideas, or rule formulations, reducing Teacher Talking Time (TTT) and increasing Student Talking Time (STT).
- Strategic nomination and wait time (3–5 seconds) give learners processing space and prevent dominant students from monopolizing classroom interactions.
7.1 Teacher Classroom Language, Instructions, and Eliciting
Effective classroom delivery hinges on how teachers modify, structure, and direct their spoken language. In English Language Teaching (ELT), classroom interaction is strongly mediated by teacher talk. Managing teacher talk effectively requires grading spoken language, giving clear step-by-step instructions, verifying comprehension through Instruction Checking Questions (ICQs), eliciting language strategically, and managing interaction through nomination and wait time.
1. Teacher Classroom Language and Language Grading
Classroom language (often called teacher talk) is the language a teacher uses to direct, manage, and support the learning process. It should not be confused with metalanguage, which is the language used to talk about language itself — grammar terms such as noun, past simple, or auxiliary. Metalanguage is one small part of a teacher's classroom language, and over-using it with lower levels is a common fault. A central challenge for teachers is balancing Teacher Talking Time (TTT) with Student Talking Time (STT). While excessive or monologue-based TTT deprives learners of practice opportunities, high-quality, scaffolded TTT provides valuable comprehensible input.
Language Grading
Language grading is the deliberate adaptation of a teacher's spoken language to match the receptive capacity of learners at a specific CEFR level (e.g., A1 to C2). Effective language grading involves adjusting several linguistic parameters:
- Vocabulary selection: Replacing low-frequency idioms, phrasal verbs, or complex jargon with high-frequency, concrete vocabulary.
- Syntactic complexity: Using short, simple sentences with clear agent-verb structures rather than multi-clause embedded sentences or passive constructions.
- Speech rate and articulation: Speaking at a natural yet measured pace with clear enunciation, avoiding artificial word-by-word robotic speech.
- Use of gesture and body language: Reinforcing spoken items with facial expressions, mime, pointing, and visual aids.
Key Rule of Language Grading: Graded language must remain natural, authentic, and grammatically accurate. Teachers should avoid ungrammatical "foreigner talk" (such as omitting articles or auxiliary verbs) because learners adopt teacher talk as their primary acoustic model.
2. Delivering Clear Step-by-Step Instructions
Instructions set the boundaries and procedures for classroom activities. Poorly delivered instructions lead to confusion, off-task behavior, and wasted lesson time. Communicative methodology emphasizes a five-stage instruction-giving sequence:
- Secure Attention: Establish total class silence and eye contact before delivering instructions. Never speak over learner chatter.
- Use Short Imperatives: Frame instructions using direct, imperative clauses (e.g., "Open your books," "Look at section B"). Avoid indirect, overly polite wordiness such as "If you wouldn't mind opening your books when you get a chance."
- Sequence Chronologically: State instructions in the precise order of execution. For example: "First, read the text alone. Then, compare answers with your partner."
- Model and Demonstrate: Show, do not just tell. Demonstrate the activity visually by completing a sample item on the board or conducting an open-pair demonstration with a student.
- Time Materials Distribution: Deliver all verbal instructions and complete instruction checks before handing out worksheets or physical materials. Distributing papers early causes learners to look down and read, completely ignoring the teacher's verbal instructions.
3. Instruction Checking Questions (ICQs) vs. Concept Checking Questions (CCQs)
A common mistake in instruction delivery is asking generic queries like "Do you understand?" or "Is that clear?" Learners almost invariably nod or remain silent due to social pressure or reluctance to admit confusion. Teachers use targeted checking questions to verify understanding.
| Dimension | Instruction Checking Questions (ICQs) | Concept Checking Questions (CCQs) |
|---|---|---|
| Primary Purpose | Verifies understanding of task logistics, mechanics, rules, and procedures. | Verifies understanding of target language meanings, grammar structures, or lexical items. |
| Timing | Asked immediately after delivering task instructions, before activity launch. | Asked during language clarification/presentation stages or after reading/listening tasks. |
| Question Structure | Short, binary (yes/no), or forced-choice questions targeting specific variables. | Target key semantic markers (e.g., time, certainty, duration, obligation). |
| ELT Examples | "Are you working alone or in pairs?"<br>"How many minutes do you have?"<br>"Do you write the answers or speak?" | "Is the action in the past or present?"<br>"Did John know about the party?"<br>"Is a 'cottage' big or small?" |
4. Eliciting vs. Telling
Eliciting is a technique where the teacher prompts learners to provide information, language forms, ideas, or rule definitions rather than presenting them directly.
[Teacher Prompt / Visual Context] ───> [Learner Processing] ───> [Learner Elicited Output]
Benefits of Eliciting
- Activates Prior Knowledge: Connects new target language to existing mental schemata.
- Increases STT: Reduces teacher monologue and encourages active learner participation.
- Formative Assessment: Allows the teacher to gauge what learners already know before introducing new material.
When NOT to Elicit
Eliciting is counterproductive when learners have zero prior knowledge of the target item. Attempting to elicit unknown items leads to "guessing what is in the teacher's head," causing frustration. If learners cannot respond after two prompts, the teacher should provide the language directly (telling) and proceed to modeling and practice.
5. Nomination Techniques and Wait Time
Managing who speaks and when is essential for equitable classroom interaction.
Nomination Strategies
- Cold Calling (Targeted Nomination): Posing a question, pausing, and then naming a specific student.
- Self-Nomination / Peer Nomination: Allowing the student who just answered to choose the next speaker.
- Avoiding Choral Monopolization: Preventing the same confident hands-up volunteers from answering every question.
Name Placement Syntax: Always ask the question first, pause for processing, and put the student's name at the end (e.g., "What is the past tense of 'catch'?... [pause]... Alex?"). If you state the name first ("Alex, what is..."), all other students instantly disengage because they know they are not on the spot.
The Role of Wait Time
Mary Budd Rowe's research highlights two crucial intervals of Wait Time:
- Wait Time 1: The pause between the teacher asking a question and nominating a student (recommended: 3 to 5 seconds).
- Wait Time 2: The pause after a student gives an answer before the teacher reacts or responds (recommended: 3 to 5 seconds).
Extending Wait Time 1 gives low-proficiency and introverted learners the cognitive space required to translate, process, and formulate responses in a second language, drastically increasing answer quality and participation.
What is the primary purpose of using Instruction Checking Questions (ICQs) after giving task instructions?
A teacher planning a reading activity wants to give effective instructions to an A2-level class. Which procedure represents best practice?
When asking questions in an open-class setting, why is it recommended for a teacher to pose the question to the entire class before nominating a specific student by name?