Analysis of a classroom interaction

Within the field of education and language teaching over the last few years a distinct shift has taken place, resulting in many classroom interactions placing less emphasis on teachers and teaching and greater emphasis on learners and learning styles. This ‘learner-centred’ approach to education and ESL programs can be seen in many schools and language centres – indeed it is central to the approach taken at the school in question which will be used as the basis of the following classroom interaction study.

 The school at which I currently teach has a large and successful language program running as part of an ‘International House’ attached to the main school. The International House supports upwards of sixty NESB students who are predominantly from East Asian countries such as China, Japan and Taiwan. The students arrive in Australia and are placed by the program directors into tiered ESL study classes. These classes accommodate beginner, intermediate and advanced/transition students – (transition students are preparing for admission into mainstream schooling and full immersion in the mainstream program.) A basic premise of the International School ESL program is that students must engage in meaningful activities, work in small classes and groups, take an active role in the learning process and feel they are part of a learning ‘community’.

 When the students reach a level of communicative competency deemed by their ESL teachers and International House program consultants to be adequate, they are immersed in mainstream classes in the school according to their age. The following classroom interaction study aims to reflect on several performance standards and areas of interest – including what instructions are given to teachers, what aspect of language is expected to be learned in the lesson, what type of teaching resources and materials are used, what kind of learning is expected of the learners, and what teacher and learner roles are fostered in the classroom.