By Mayra Yaranga
It may seem obvious to say that students
should be given the opportunity to speak as much as possible in language class.
Although “TTT” has become a sort of monster that we should avoid at all costs, the
truth is that it remains high in our lessons. Let’s revisit some of the
rationale behind maximizing our learners’ talking time:
For students, there are several clear
benefits of speaking repeatedly in class. First of all, the classroom is the
safest setting where learners can practise what they have been learning in
class. Teachers should correct mistakes which impede communication and provide
feedback on the speaking activities so that students can reflect on what they
did well or not. Furthermore, practising speaking from very basic levels –-with
carefully graded activities and language patterns, of course-- can boost the
students’ confidence and prepare them to face greater challenges in the real
world. Finally, when activities, interaction patterns and degrees of challenge
vary from lesson to lesson and within lessons, students will need to adjust
their effort to meet the demands of the language class.
Teachers can also see benefits in having
their students talk most of the time. Obviously, this has a very positive
impact on classroom dynamics, because the students become the centre of
attention; what they say is the most important thing, much unlike the
traditional “let-me-tell-you-about-my-life” teacher that we’ve all had at some
point. Lessons in which the students are doing most of the talking are less
predictable and the teacher will have the chance to try different activities or
techniques to cater for their groups. This extra effort, which may seem exhausting
in the long run, can be truly appreciated by students in the end. Let’s not
forget that the result of a good class will always be identified in students’
production. If we decide to show off our command of the language and not
provide chances for experimentation, we are talking to ourselves, not teaching.
All in all, leading a change in class
towards helping our students to maximize their oral production sounds logical though
very challenging; nonetheless, we should not neglect it.
It’s your turn
What do YOU think?
What do you do to maximize your students’ oral production in class?
Biodata
Mayra Yaranga (1985) has completed
Doctorate studies in Education at UNIFÉ; Master’s Degree in Media, Culture and
Identity from Roehampton University (London) revalidated by PUCP, a Bachelor’s
Degree in Education - UPCH and the Professional Title of Licenciada - IPNM.
Currently she is Cambridge Oral Examiner and Member of the Research Area for
Universidad del Pacífico Language Centre. She is also ESP coordinator and
Pre-University Centre Director at UNIFÉ.
