‘Talk with Purpose’ EAL Strategy: Explanation and Rationale

Talking helps us to formulate ideas, articulate thoughts and refine our thinking.

For learners to achieve these ends in the classroom it is important that the talk which takes place is purposeful.

Discussion or debate that does not have a reason behind it lacks a sense of direction. A purpose.

With no clear endpoint in mind, it is difficult for learners to judge whether they are doing what is expected of them or not.

They may also question the validity of the activity because they cannot ‘see’ its point.

This can lead to disengagement, lack of focus, and descent into social chat.

It may be that the teacher does not communicate to learners why it is they are being asked to talk to one another.

A worse situation is when the teacher themselves does not know what the purpose of the discussion or debate is.

They may then begin to question what exactly it is they have asked learners to do.

If the teacher cannot explain the reasoning behind the activity they have selected, then they will not be able to share this with their learners.

Nor will they be able to assess whether the talk is working or not. They will simply have no reference point against which to make a judgement.

Considering the purpose of classroom talk is vital.

Teachers should be able to explain what is to be gained from a talk-based activity and, generally, it is better to share the reasoning with learners.

This applies to EAL learners particularly because the talk they are being asked to do may have quite specific purposes, perhaps different to other learners.

In addition, the effort EAL learners are putting into their speaking and listening will be strained by the extra requirement of having to try to determine why they are doing what they are doing in the first place.

Talk with Purpose: Example One

When introducing any speaking and listening activity, make it clear what you want learners to do and why.

Demonstrate what the results should look like (or sound like) and why this is the case.

Before starting the activity, check that what you have said has been understood. This includes checking specifically with your EAL learners.

Leave some brief instructions on the board that learners can refer to, or which you can refer to if you notice any learners going off task.

If necessary, you might want to provide simplified instructions, possibly accompanied by images, for your EAL learners.

Talk with Purpose: Example Two

Identify what you would like your EAL learners to get out of the speaking and listening they are doing in class.

For example, you may want them to practice using keywords, or to identify arguments they hear other learners making.

Talk to your EAL learners individually. Explain what you have decided and then ask them to use discussion activities to practice whatever it is you have identified for them.

You can develop this approach by putting together a checklist of different options and asking your EAL learners which they would like to focus on in a particular lesson.

Over a series of lessons, they can cycle through the options on the list.

Talk with Purpose: Example Three

Set a target that you want your learners to achieve through talking.

For example, the creation of a mind-map concerning a certain subject, containing the thoughts of all the members of a group.

Tell your class that they should signal when they have achieved this.

You can then go and check whether you agree.

This is helpful to EAL learners because it makes the purpose of the talk clearer and gives them a tangible endpoint.

You can develop the approach by providing a range of targets that get progressively more difficult.

By careful pairing and grouping, EAL learners should be able to scale the ladder with the support of their peers.