Discussions

What and why?

Discussions can allow students the opportunity to give their own ideas and, in the later stages of the course, to practise using English to say what they want to say. They can also form a way into a topic which can stimulate the students' imagination and give the teacher an indication of how much the students already know. It is important, however - particularly when discussions are in English - that the emphasis is always on the ideas which are being expressed, not on the accuracy of the grammar and pronunciation. A heavy emphasis on form can block a discussion and prevent ideas from emerging.

Practical ideas

• Discussions can be approached through BRAINSTORMING.
• If the topic is fairly complex or technical, then you can have a brief discussion in the mother tongue. In the upper levels of CEWw, you should be able to use English most of the time in class, but a brief MOTHER TONGUE discussion can give the students the feeling that their ideas and contributions are valued.
• As the students' abilities in English develop, you can encourage them to express their ideas in English. If the students show resistance, you might ask them 'Would you like to know how to say that in English?' and show them how they can express the same idea in English.
• Discussions in the mother tongue can be used as a way to introduce the vocabulary that they will meet in English. After a brief discussion, you can put words on the board and ask if they know how to say those things in English.
• Students of this age are often concerned with what is 'right' and sometimes have very strong, apparently fixed ideas about things. You can ask students to prepare an argument in favour of or against something so that they are forced to think about the other side of an argument. Class discussion can then take the form of a debate between opposing sides. This is particularly useful if you are interested in developing a CRITICAL PEDAGOGY.
• Discussions are probably best kept short (maximum 10 minutes). Beyond that, students may lose interest or the discussion may lose its focus.
• With a clear, concrete focus, students can work briefly in small groups. Some groups can then offer feedback to the whole class.