The Outside World as an Extension of the EFL/ESL Classroom
Mark A. Pegrummark_pegrum [at] hotmail.com
Queen Margaret University College (Edinburgh, Scotland)
Most EFL/ESL teachers trained in any kind of communicative methodology make use of materials and resources which help to bring the outside world into the classroom. These may range from non-linguistic items, such as simple visuals or realia, through to authentic texts including newspaper articles, audio recordings of conversations or videos of recent TV programmes. Exposing students to "pieces" of the outside world has an important function in respect of providing realistic language input, establishing a dynamic and meaningful context for learning, and increasing student motivation. We are thus able to construct "an associative bridge between the classroom and the world" (J. Heaton cited in Smith 1997) and "[p]repare[ ] the learners for post-classroom experience" (Dickens et al. 1995).
However, in addition to bringing fragments of the world into the classroom, we can, if teaching in an English-speaking country, take our students out into the world, effectively using it as an extension of the classroom. Outside-world tasks are perhaps more obvious activities for intermediate or advanced students, but there are compelling reasons for embarking on such activities from a very early stage in the language learning process.
The Outside World as a Resource at Lower Levels
Krashen and Terrell argue that the purpose of language instruction is to allow the learner to "understand language outside the classroom", so that ultimately he or she can "utilize the real world, as well as the classroom, for progress" (Krashen & Terrell 1983: 1). The EFL/ESL student learning English in an English-speaking country is, it is often said, at a great advantage, because he or she is surrounded by an environment saturated with potential language input; such students "will have far greater exposure to the language and this should help them, not only in the retention of items previously encountered but also in the acquisition of new items" (Gairns & Redman 1986: 67).And yet the problem, especially for lower-level students, is not one of obtaining input, but of "[o]btaining comprehensible input" (Krashen & Terrell 1983: 179). What this means is that as early as possible, the student must be taught specific skills for negotiating transactions in the outside world, including an adequate vocabulary as well as structures and patterns for standard simple conversations. Krashen and Terrell indicate:
In the case of a second language student in the classroom, the instructor may serve as a coordinator of inside and outside the class activities so that one complements and helps the other. In other words, the purpose of the classroom instruction is to facilitate and encourage the students to interact with native speakers in the target language outside the classroom. (ibid. 181)
Teachers, then, are co-ordinators of inside and outside activities; naturally, the latter should not be undertaken to the exclusion of the former. As Taylor writes, the purpose of the classroom is to "short-circuit[ ] the slow process of natural discovery and make arrangements for learning to happen more easily and more efficiently than it does in natural surroundings" (Taylor 1994). It is important to ensure, however, that the activities conducted in the classroom in an English-speaking country are carried out with the aim of leading students back towards those natural -- and certainly more threatening -- surroundings, and enabling them to become independent learners. What is more, this transition between classroom and outside reality can be further facilitated if teachers take the logical extra step and actually send students out into the world to put into practice what has been learned, thus effectively commencing the "post-classroom experience" during class time, while learners still have the support and guidance of the teacher and/or each other, and are able to return to the classroom for direct feedback on their performance.
The traditional PPP methodology which often suggests itself as the most appropriate with lower levels follows, to use Scrivener's scheme, a C (Clarification) -- R (Restricted Practice) -- A (Authentic) pattern (see Scrivener 1996), where Authentic activities are represented by the limited freer practice possible in lower-level classrooms. Using resources outside the classroom extends the pattern so that it might become: C -- R -- (A) -- A, where (A) represents Authentic-style freer practice activities inside the classroom, and A represents similar Authentic activities carried out beyond the relatively safe cocoon of a language school. While these activities may never be completely authentic in that their primary rationale is, strictly speaking, pedagogical rather than communicative, they nonetheless represent a far better approximation to natural communication than many classroom practices, and help to blur the boundaries of classroom/post-classroom experience to such an extent that, hopefully, the transition will be rendered relatively painless -- and perhaps even enjoyable -- for students.
The earlier students begin to engage in outside-world activities, the better, with the obvious starting point being the most necessary survival language. Clearly, at lower levels extensive preparation is required so that learners have the necessary linguistic resources and confidence to undertake the tasks set and accomplish them to a satisfactory degree, without becoming demotivated. It is perhaps best to begin with activities based more on reading, such as following signs and directions or finding places, where the majority of the talking will be discussion between learners rather than with native speakers. At the same time, the necessary language for asking questions of native speakers can be pre-taught, so that more adventurous students or groups can make use of this if they wish. Activities can then build up to conversational transactions where students are required to address native speakers.
The Outside World as a Resource for All Levels
Building bridges between the classroom and the outside world, and facilitating students' entry into that world, has many benefits -- not only for lower-level students -- including:- whatever language students encounter in the outside world is authentic language
- by engaging in real transactions involving relatively limited areas, and with sufficient preparation, students are exposing themselves to input which is largely comprehensible because they themselves are initiating the transactions and have some idea of what kinds of responses to expect
- when well-prepared, students can gain a lot of fruitful listening practice and vocabulary reinforcement from television shows, films, lectures, etc.
- a knowledge of how to execute everyday linguistic transactions has obvious survival value for students newly arrived in a country where they may not speak or understand very much of the language, which can be a disorienting and even frightening experience
- students may also gain practical information, such as how to find their way around, where to purchase certain products or even how much it costs to send letters to their own countries.
- students may gain a great deal of cultural knowledge and insight
- once initiated into the international anglophone cyberspace community -- whether through net surfing, emailing or webpage building -- they will be able to participate in it long after having finished their studies, and continue to refresh and develop their language skills in this way
- the early development of a degree of competence in dealing with everyday linguistic transactions is inherently motivating, partly because of their necessity, but also because students rapidly see their own progress as they extend their ability to deal with one area after another, and thus develop the confidence to begin to explore on their own
- this puts them on track to becoming independent learners, who can make use of the English-speaking environment to learn in their own time
The following list details some of the most successful activities I have used or seen used. It is not exhaustive, but gives an indication of some of the main areas on which we can concentrate. The activities are not necessarily restricted to the levels suggested, nor is the language to be learned/practised limited to those areas mentioned; these merely seem to me the optimum levels and most obvious focal points for these different resources. Many activities can also be used, possibly with some modifications, in non-English-speaking countries. A few, such as those involving guest speakers, entail bringing the outside world into the classroom rather than vice versa, but are included because they relate strongly to other tasks mentioned; and while the internet is, strictly speaking, outside the classroom, the means of accessing it -- a computer laboratory -- may not be.
Activity: Identifying Objects in Streets & Parks
- Level: Elementary
- Focus: Vocabulary Building; Direct Question Forms
Activity: Following Maps & Directions
- Level: Elementary -- Upper Intermediate
- Focus: Understanding Directions; Asking for Directions; Giving Directions
Activity: Visiting Shops
- Level: Elementary -- Upper Intermediate
- Focus: Vocabulary Building (Products, Numbers, Prices); Question Forms; Spelling; Comparative Forms
Activity: Interviews & Surveys
- Level: Elementary -- Advanced
- Focus: Direct & Indirect Question Forms; Vocabulary Building (depending on subject area(s) selected)
Activity: Visiting Museums, Art Galleries, Historical Sites
- Level: Elementary -- Advanced
- Focus: Vocabulary Building (depending on subject area(s) selected); Listening Skills; Question Forms
Activity: Obtaining Information from Public Offices, eg. Post Office, Tourist Bureau
- Level: Pre-Intermediate -- Upper Intermediate
- Focus: Direct & Indirect Question Forms; Comparative Forms
Activity: Surfing the Internet
- Level: Pre-Intermediate -- Advanced
- Focus: Vocabulary Building (depending on subject area(s) selected); Reading Skills; Report-Writing Skills
Activity: Emailing
- Level: Pre-Intermediate -- Advanced
- Focus: Letter-(Email-)Writing Skills; Informal/Formal Language (depending on correspondent(s) selected); Reading Skills; Vocabulary Building (depending on subject area(s) selected)
Activity: Setting Up Webpages
- Level: Intermediate -- Advanced
- Focus: Writing Skills
Activity: Television & Radio
- Level: Intermediate -- Advanced
- Focus: Listening Skills; Report-Writing/Summarising Skills; Oral Presentation Skills
Activity: Joining a Studio Audience
- Level: Intermediate -- Advanced
- Focus: Listening Skills; Vocabulary Building (depending on the kind of show)
Activity: Visiting Travel Agents
- Level: Intermediate -- Advanced
- Focus: Direct & Indirect Question Forms; Comparative Forms; Vocabulary Building (Travel & Tourism)
Activity: Calling Information Phone Lines
- Level: Intermediate -- Advanced
- Focus: Direct & Indirect Question Forms; Listening Skills
Activity: Attending Talks, Lectures and Debates
- Level: Upper Intermediate -- Advanced
- Focus: Gist Listening Skills; Turn-Taking and Other Discourse Markers; Indirect Question Forms; Vocabulary Building (depending on subject(s) discussed)
Activity: Attending the Cinema or Theatre
- Level: Upper Intermediate -- Advanced
- Focus: Listening Skills; Vocabulary Building (depending on subject matter)
Thus, while the options for using the outside world in inventive ways become far more extensive at higher levels, it can be seen that there are also many possibilities at lower levels. Indeed, there is no reason not to begin early, so that by the time students arrive at higher levels, they are quite used to linking classroom practice with communicative possibilities in the world outside.
Problems with Using the Outside World as a Resource
A number of potential problems, largely connected with preparation or practical details, must be kept in mind when using the outside world as a resource. In my experience, the following are amongst the most significant:- there are, as Allwright argues, no "'teacher-proof' teaching materials" (Allwright 1990: 136) or resources; the best resources in the world will yield no linguistic profit unless they are coupled with carefully thought-out activities appropriate to the level, and it is all too easy to design enjoyable activities from which the students learn little or nothing
- if not properly prepared, learners may be daunted by and fail in the set task, which would be very demotivating
- the teacher must firstly check out practical details such as opening hours, what products are stocked in which shops, what kinds of displays are contained in museums, and so on
- if the class is to use smaller stores or businesses where they may be particularly obtrusive, the teacher should obtain permission first, which can often be done by stressing that these students are potential future customers
- some activities -- treasure hunts are a case in point -- require considerable preparation, while others -- such as surveys composed and conducted by students, or student websites -- require extensive teacher support while the activities are running
- the answers to set quizzes may alter over time -- as prices rise or websites change -- so that these may need to be checked out each time such an activity is conducted
- ideally, because of the cost of living as a student, free activities should be conducted, but if there is a small cost involved (say, entry fees to a an art gallery) this should be cleared with all students, or alternatively the college may agree to pay
- activities involving the internet or email can only be conducted at an institution with sufficient resources, and the teacher must be computer-literate; also, while many younger students are relatively familiar with computers nowadays, some others may require additional help
Conclusion
Visuals, realia and authentic texts have long been used as aids in the EFL or ESL classroom, and can have great value as an integral part of English lessons. If teaching in an English-speaking country, however, it is possible to go further, and make use of the outside world so that it becomes, as it were, an extension of the classroom, where students are able to put into practice what they have learned, and are taught how to make use of their surroundings as a source of comprehensible input. We should definitely begin this process at lower levels, and expand it as students advance in their learning. The bridges built between the classroom and the outside world, and the more gradual transition to "post-classroom experience", will not only make language study more meaningful and motivating, but will stand the students in good stead when it comes time for them to go forth as completely independent learners, without the support of teachers, classmates or a language classroom.References
- Allwright, R.L. (1990). "What Do We Want Teaching Materials For?" in R. Rossner & R. Bolitho (eds), Currents of Change in English Language Teaching. Oxford: Oxford University Press.
- Brown, I. (1999). "Internet Treasure Hunts - A Treasure of an Activity for Students Learning English" in The Internet TESL Journal, vol.5, no.3. http://iteslj.org/Lessons/Brown-TreasureHunts.html
- Dickens, M., Robertson, I. & Hofmann, E. (1995). "Realia: Bringing the Real World into the Classroom". http://www.wlc.com/oxus/realia.htm
- Gairns, R. & Redman, S. (1986). Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge University Press.
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- Nagel, P. (1999). "E-mail in the Virtual ESL/EFL Classroom" in The Internet TESL Journal, vol.5, no.7. http://iteslj.org/Articles/Nagel-Email.html
- Krashen, S. & Terrell, T. (1983). The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon.
- Scrivener, J. (1996). "ARC: A Descriptive Model for Classroom Work on Language" in J. & D. Willis (eds), Challenge and Change in Language Teaching. Oxford: Heinemann.
- Smith, B. (1997). "Virtual Realia" in The Internet TESL Journal, vol.3, no.7. http://iteslj.org/Articles/Smith-Realia.html
- D. Taylor (1994). "Inauthentic Authenticity or Authentic Inauthenticity?" in TESL-EJ vol.1, no.2. http://www.zait.uni-bremen.de/wwwgast/tesl_ej/ej02/a.1.html
- Vickery, J. (1998). "Nature Hunt". http://members.tripod.com/~ESL4Kids/crafts/nature.html
The Internet TESL Journal, Vol. VI, No. 8, August 2000
http://iteslj.org/
http://iteslj.org/Lessons/Pegrum-OutsideWorld.html