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It is widely accepted that learners absorb and retain more information when they are engaged and having fun in the language classroom. Interaction between learners will occur naturally and consequently provide an environment for authentic communication practice. For the purpose of this blog, the word ‘fun’ is interpreted as being entertaining and engaging. A good test, as suggested by Wright, Betteridge and Buckby (2009), might be to ask: ‘Would the learners be happy to do this activity in their own language?’
Language is about communication between people. English language learners progress by engaging in real world communication which involves more than one person. In this way they enhance their linguistic skills and foster an environment of collaboration and support among learners. In addition, young learners benefit from developing a range of wider skills through group interaction, such as negotiation, sharing knowledge, and team building, to name a few. Examples of group activities are:
A good classroom game isn’t just about winners and losers. It should challenge all learners to participate without fear of failure. Everyone should feel inspired to ‘have a go’ and do their best. Games support language acquisition in a number of ways:
Games should be central to learning because they can provide intense and meaningful practice. Therefore, they shouldn’t be regarded as merely a way of passing the time.
The purpose of icebreakers is to ensure learners are comfortable with each other and feel confident to participate. They also focus the lesson on a learning activity while at the same time inviting learners to share personal information rather than challenging them.
Although learning styles are not exclusive and the same person may sometimes lean towards one style or another, each learner will have a preference.
As Wright, Bettridge and Buckby note, teachers are like gardeners responsible for tending different types of plants, ‘some requiring a lot of sunshine and others shade, some pruning and others left alone.’ You need variety to help learners flourish. You can download our associated resource for some ideas by clicking on the buttons at the top or bottom of this article.
Clear pronunciation supports understanding and communication. Group activities are a perfect environment for learners to recognise the importance of accurate pronunciation.
According to Hancock, “Pronunciation is often taught through the teacher providing a model for learners to listen and repeat. This is a valuable way of teaching pronunciation, but it neglects a need many learners feel to understand what they are doing.” (Hancock, 1996) Pronunciation games focusing on rhythm, stress, linking, and minimal pairs can provide these insights in a memorable way and encourage independence.
It is not sufficient to decide to ‘throw a game into a lesson’ just to be fun. There needs to be a specific purpose, that is to say it should be appropriate and useful, as well as motivating. Games need a clear purpose and connection to language goals.
Pre-teach necessary vocabulary, pronunciation or language structures, being sure to choose the correct level to promote success. Group students thoughtfully, and provide opportunities for them to work with different learners.
During the games, the teacher should also be engaged by moving between groups, listening in, monitoring and only helping if absolutely necessary. Finally, the teacher should provide feedback at the end, rather than during the activity, so as not to interrupt the flow.
References
Hadfield, J. (1990). Intermediate Communication Games
Longman Hancock, M. (1996) Pronunciation Games, Cambridge University Press
Lindstromberg, S. (2009) Language Activities for Teenagers, Cambridge University Press
Watcyn-Jones, P. (2000) Fun Class Activities 1, Pearson Education
Wright, A., Betteridge, D. & Buckby, M.(2009) Games for Language Learning, Cambridge University Press 3rd Edition
For those of us who are EAL teachers in school, selecting our language learning outcomes is only one consideration in our planning. Our students attend our lessons primarily to be able to access the language they are facing in their mainstream classes. This means that we need to be very clear about our context, and about what vocabulary and language structures are relevant to that context.
We all know that there can be resistance to writing in the EAL classroom. To break this barrier, we need to consider the reasons for this, which are often due to a lack of scaffolding and under-confident learners. Working through a process of reading a model text, deconstructing it and then reconstructing your own text by following a scaffold, leads to more satisfactory outcomes.
Many of us have been in a situation where we want to communicate with someone who does not speak the same language. We resort to wild gestures, attempts to say unfamiliar words, grammar seems insignificant and feelings of frustration soar. Some basic vocabulary becomes our lifeline.