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TESOL: Oral Language
Language form, communicative function, and social context all combine to affect students' oral language performance in the classroom, as each plays a part in applying a certain pressure on the student. For example, in the classroom, a student will naturally want to use the correct language form as it is a formal setting. At the same time, the conscientious student may also be aware that formal language is not typically used by peers, so there may be a reluctance to demonstrate a use of language that is not so common, especially if an ELL is having a hard time to fit in. Communicative function is also a factor in the students' performance in the classroom, as it relates to the concept of conveying meaning in whatever way possible. Just as a child will seek to get what it wants through oral commands that are not necessarily grammatically or socially acceptable, an ELL student may also seek an alternative or easy way towards a communicative goal that is not in conformity with the desired course prepared by the teacher for the good of the student.
Social context also plays an especially important role in the communication of oral language, as...
Everyone has a language of their own and that language is expected to be reflected in one's conversation so as to avoid upsetting the social balance. An ELL student will likely be conscious of these various factors (or at least they will be present in his/her subconscious), which could be reflected in the way in which the student participates in the classroom.
Thus, two language functions that can be compared are "informal talk" and "explaining" as each is used for different purposes (Peregoy, Boyle, 2013, p. 136). The needs of the students regarding these two component functions differ in the sense that with informal talk, the student needs to be able to both listen and convey meaning using words that are not academic but that are popular among peers. This type of speech can often be demonstrated in phrases and single words of affirmation. Concepts that are discussed are free-wheeling and wide ranging; there is no need to hedge. With explaining, however, there is more need to be able to control the flow of ideas in…
References
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
Peregoy, S., & Boyle, O. (2013). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners. Boston, MA: Pearson.
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