Chapter 11

Chapter 11 focused on discourse in the classroom as a way of promoting English learning. One of the most commonly used methods of teaching in the classroom is the recitation pattern. In the classroom, “Typically, the pattern falls into three parts, called the IRE sequence. First, the teacher invites (I) an interaction by asking a question; a student responds R, and the teacher follows with evaluation (E)” (Diaz-Rico, pg. 301-302). The E or evaluation portion of the IRE sequence can also be defined as feedback. There is great debate whether the recitation pattern is the best way of bringing discourse into the classroom. The recitation pattern has been criticized by many including Ian Wilkinson who wrote, “A criticism of recitation and the IRE/IRF pattern of discourse is that they can restrict student talk in ways that are counter-productive to the collaborative construction of knowledge, understanding, and interpretation” (http://www.education.com/reference/article/discussion-methods/). I definitely see his point in that with the recitation method the teacher might be talking two thirds of the time while students get the other 1/3rd of the discussion. On the other hand when a teacher really wants to guide instruction to specific learning outcomes, the recitation model can work very well because the teacher is in complete control on where the discourse will go in the classroom. I feel with English learners the recitation model works best with students who are in a small group. In a small group students don’t get over looked because many times students who are quiet don’t get called on as much. The teacher can check for understanding using discourse and make sure all students get a chance to answer questions or respond to invitations. I also think that small group collaborations and pair share opportunities work best in allowing students to construct their knowledge and make discoveries on their own. There is a fine line between offering too much support, but a teacher who always keeps in mind that no matter the lesson, they must help English learners develop language skills, will learn from mistakes but keep moving forward in better English skills of students.

Lindsay Hughes also wrote about the amount of time the teacher spends time talking VS the amount of time the student spends talking in a lesson. Instructional conversation according to Lindsay should be done in a small group to maximize the learning of students. Since instructional conversation is done in a small group, the students get more opportunity to express ideas. This is important because the English learner needs more opportunity for English speaking than does the teacher. Instructional conversation also gives the English learner a better opportunity to construct his or her knowledge while having the support of the teacher. Michelle Greco wrote extensively about CALP or in other words how to give English learners the ability to be proficient in academic language. When students get to higher level thinking courses sometimes they do not have the language necessary to understand. This is really where the teacher must provide scaffolds in order to give the English language learner opportunities to learn in a more challenging academic environment. Once again whether employing small group collaboration or a whole group recitation model for teaching English learners, we must do everything within our power as teachers to keep discourse going with those learning English otherwise they will not develop the language skills necessary to succeed in challenging academic courses.