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From Teacher Talk to Student Talk: Repositioning Learners for Success in the Language Classroom
Abstract
Informal observation in the Caribbean seems to indicate persistent application of traditional teacher-dominated strategies. For this chapter, data were collected from fifty-one Grade K to 3 teachers from six Caribbean countries, including three twin islands, to investigate the application of student-talk as an instructional strategy in repositioning learners for success with oral language skills. The data included an online survey and non-participant classroom observation using a mixed-methods research design drawing on qualitative and quantitative indicators. The study revealed that along with some evidence of student to teacher interaction, talk in the classrooms was primarily teacher-directed and students were usually expected to be silent except when responding to questions posed by the teacher. In addition, it was found that student to student talk was not encouraged generally, and the representation of a classroom environment favorable for the development of oral language skills was limited.
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