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Interaction at the CCA
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What's the teacher's role when students interact?
Monitor and gather evidence of students' performance to provide feedback.
What does CAF framework refer to and what does it imply?
Complexity, accuracy and fluency to foster meaningful interaction
Why is it important to set criteria before the interaction?
(Answers may vary) Students will monitor their own performance.
What are the advantages of giving students conversation models or prompts to interact?
Students will be focused and language usage will be evident. You want to ask for personalization and adaptation of the models gradually.
Is interaction having students talk to each other spontaneously all the time?
No. Controlled and free practice are needed to balance accuracy and students' production. Plus, providing timely and informed feedback contributes too.
Is having several students in the same group a good strategy to promote interaction?
No. Actually, the fewer the better. 2 or 3 people per group is a good number and guarantees more participation from each student.
How can I foster peer-assessment and autonomy in students with low confidence in speaking and correcting?
(Answers may vary) Implement clear rubrics/guidelines, have 'language buddies', emphasize autonomous speaking and initiative, expose SS gradually to English.
Should I wait for students to join the session/arrive to the classroom to start my class?
No, waiting for latecomers only encourages laziness and lack of commitment. Make sure to start class on time.
Guess in which of the modalities students report they'd like to interact more
In mediated classes
Why is student-to-student interaction crucial in the classroom?
(Answers may vary) It fosters participation, maximizes practice time, encourages collaboration, promotes socialization, and boosts motivation.
How can I foster more MEANINGFUL student-student interaction in my classes?
(Answers may vary) Ideas can include using flipped learning, establishing class routines, implementing self and peer-assessment techniques, etc.
How many complete communicative moments should you have per class (at least)?
3. There can be more, of course.
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