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Transforming language classes into bonded groups
Currently studying for a PhD in TESOL at Edith Cowan University, Perth, Western Australia. She is a lecturer at the Centre for International English, Curtin University, where she develops and teaches on a variety of intensive English language programmes. She has a degree in modern languages, a PGCE from the University of London Institute of Education, and an RSA Dip TEFLA. Apart from her research, her current areas of interest are developing linguistic proficiency through content-based syllabuses, using authentic materials in authentic ways, and developing writing skills through a process approach.
To date little attention has been paid to group processes in language classes. Applied linguistics researchers have preferred to examine classroom interaction from a pedagogic perspective, despite exhortations by various language teaching experts to examine social aspects as well (Breen 1985, Allwright and Bailey 1991, Prabhu 1992). A recent study by the author revealed that experienced language teachers perceive that it is important to develop and maintain a positive whole-group feeling among their students. Such teachers appear to have developed a range of personal behaviours which, when examined from a social psychological perspective, reveal an intuitive knowledge of how to foster and maintain a spirit of cohesion in their classes. In this paper the findings of the study are described, and relevant areas in the field of social psychology identified. Eight facets of the group development process in language classes are then discussed, and teachers are presented with a number of tactics which can be used to encourage the transformation of their classes into cohesive groups.
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