Second edition

Part 1 |Teachers’ and learners’ language in I the classroom


Unit 27 Using language appropriately for a range of classroom functions
щ How do we use language appropriately for classroom functions?
Classroom functions are the purposes for which we use language in the classroom. These functions are many and varied, for example explaining and instructing.
For each classroom function there are different exponents we can rise. The choice of exponent depends on the learning context and purpose, the learners' needs, their age and level. When we choose language that is right for the situation and our audience, we say that we use language appropriately.
■ Key concepts
"■■.What-are some of the more:common-ciossroom:fimcttons:of. teacher./anguoge:and-thaT.exponents?\v ■■■■■■ list them,
Here is a sample of classroom discourse from a beginner class of young learners. How many of the classroom functions which you listed can you hud?
Teacher: Stand up, Adam. Stand up, Evi. OK, Adam will ask and Evi will answer. 1


{points to dialogue on board). Urn, yes, read this one. 2
Adam: May I borrow your pencil, please? (reads from board) 3
Evi: Here you are. 4
Teacher: Now come on, Evi, look at Adam. (Evi is looking fixedly at the board). 5
Adam: Thank you. 6
Evi: You are welcome. (turns round and looks shyly at Adam). 1
Teacher: Ob er, Shona {pause) and (pause) Brenda {pause). Come on, Shona, 8
ask ... {pause) 9
Shona: May I borrow your pencil, please? ю
Teacher: Brenda, look at Shona. 11
Brenda: You are welcome. 12
Tea eh e r: Welco m e {teacher is not satisfied with p upil's p ron unci a tion) 13
В rend a: Welcom e (p upil repeats) 14
Teacher: May I borrow your pencil, please? Brenda, a bit louder. is
Look at each other when you ask questions. 1.6


{from Children Lcarnhu] English by Jayne Moon, Macmillan Heirimaiin 2000)


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Unit 27 Using language appropriately for a range of classroom functions

Let's look at. the some of the functions and exponents of teacher language in the sample in detail.