Teaching spoken English means more grammar not less. Workshop

Teaching spoken English means more grammar – not less!

(The importance of boardwork)


This session was presented by Hugh Dellar, who takes a very practical approach to teaching and who draws extensively on his personal teaching experience.

His objective was to reinforce his views that all language used in the classroom must be authentic if students are to be given the chance of speaking English naturally.

This belief is tested most palpably when discussing grammar, where traditional grammar explanations and exercises can be anything but authentic.

A practical test for teachers to use when thinking about using or explaining a language point in the classroom is;

Who would use this language? (in a real life situation)

When would they use this language? (in a real life situation)

Why would they use this language? (in a real life situation)


Hugh also believes that any language should be presented in both context and co-text and suggests that the humble whiteboard (along with our own brain) is a powerful teaching devise.

Practically, our boardwork should make clear the CONTEXT in which the language is used - the situations, the purpose and the reasons.

The CO-TEXT is the other language that is often used with or around the language point that you’re teaching.

We should therefore never present items of language in isolation, but integrate them into meaningful and authentic settings / situations / sentences, for example, mini dialogues. So;

Decide on the CONTEXT of the words (how they are used in the conversation.)

Decide what the CO-TEXT is. (other associated words or phrases)

Decide what explanation you’ll give Ss.

Decide what extra examples you’d write on the board to clarify and consolidate usage.

Putting the above points into practice;

The extra language makes it easier for students - it provides more scaffolding and clarifies meaning
Longer examples covertly recycle grammar
They aid understanding
They take into account different speeds of learners
They’re easier to test and recycle
They provide a bridge between the book and the real world.


Hugh Dellar can be reached at hughdellar@mac.com