Page 38 - ELG1804 Apr Issue 456

RESOURCES . REVIEWS & RESOURCES
Up

for

debate

Staging debates in the ELT classroom seems like a

‘no-brainer’, says Tyson Seburn, but teachers need Do you want to
to tread carefully debate who is
tallest?
S hould the government increase the employees whose wages did not increase ubiquity as a staple activity. spaces where learners can gain familiarity Considerations
As teachers, we aim to foster inclusive
minimum wage from $11/hour to
Indeed, there are a number of pros to
as a result and are now earning almost the
same amount as new employees.
$14?
and confidence in themselves.
using debates.
A quick Google search can bring
As a result, when selecting to debate a
This is a timely topic in some
n Language of opinion, persuasion,
areas of Canada at the moment, where one about many arguments for and against They effectively practise: topic, it is also important that we consider when using debates
provincial government has passed a law this proposal, which include a rich set negotiation (plus any number of what is appropriate for our learners and What is a debate? While it seems like a simple concept that we all understand,
that implements this jump in earnings. of topically related vocabulary as well as grammatical uses depending on the lesson contexts. recognise that learners gain an understanding of language and content through the
On the face of it, most people would functional language for discourse. at hand) lesson approach itself, not simply the language points being practised.
initially agree with the idea that increased Using debates within English language n Logical presentation of information Tyson Seburn is lead Debates inherently suggest that there are two or more valid sides to an issue worth
earnings for lower-income employees is a teaching seems like a no-brainer for both strengthening opinions with supporting EAP instructor of critical presenting, supporting and rebutting. But are there?
good principle. receptive and productive purposes. In fact, statements reading and writing at the
But deeper exploration reveals a number almost any of us can think back to a class n Discourse markers Uni. of Toronto. How do classroom power dynamics impact learner beliefs? Despite our best intentions
of issues. For example, there is the potential when we’ve used one, likely with memories n Team-work skills His main interest focuses and efforts to reduce it, the teacher-student power dynamic is inherent in any classroom
on teacher identity and
for the removal of existing benefits like of purposeful preparation and lively As innocuous as these above appear to development. He is co- and plays a role in how many learners gauge what is appropriate in a language or culture.
paid breaks to compensate for the increased discussion on the part of the learners. be, debates can also create or emphasise ordinator of Iatefl Teacher Framing content as a debatable implies to learners that it is an appropriate topic to
wage. Even if you can’t, one needs only look at issues of power dynamic, marginalisation Development Special argue for or against in their study and living context.
Or there are complaints from more senior any number of ELT resources to find their and inequality, which we may not realise. Interest Group.
Does cultural context impact what can be debated? It’s important to consider the
learning context. Learners need to recognise when a particular topic is no longer
different small groups can respond to
A debate itself can be used as the
the oral debate itself is inherently
Tips for driving force for learner-generated these statements using this learned speaking practice, where learners debatable, whether because of laws or social norms. We need to prepare our learners
for appropriate communication within the societies where they are using English.
lexis.
can rotate being main speaker and
integrated skills classes, rather than
making a speaking activity tagged onto the nREADING: small groups proofread can use the learned lexis, practise Will anyone be unfairly marginalized because of the debate? Perhaps not every topic
pronunciation and utilise learned
end of a separate reading, writing and
needs to have an equal number of people on both sides of the debate. When the topic,
listening portion on the topic. other groups’ statements for accuracy. discourse markers for discussion, etc. however, revolves around a learner’s belief system or rights things can become more
the most A few possible ways may include: Then, when all statements are created, n LISTENING: learners listen to each difficult. At best, you could end up unfairly placing that learner in the position of sole
collect them all. Have groups organise
representative without their permission. At worst, it creates a space where they may feel
of classroom n WRITING: small groups can create them into categories (e.g. connect ‘for’ other’s ideas when completing the attacked. Our learners need the option for their voices to be heard and validated, not
first two tasks on this list. Also, when
statements with contrasting ‘against’
discriminated against or violated.
‘for’ and ‘against’ statements about
statements in terms of content).
oral debate is actually happening, give
debates the topic.Use these initial statements n SPEAKING: when in groups, group members the task of identifying Read more: Giving a specific set of topics or concrete framework with which to use
a statement’s content. They must then
to identify gaps in lexical knowledge
debates can be overly prescriptive, so I choose not to do so in this article. However,
you choose to focus on (e.g. topical learners negotiate meaning with look for a response statement from should you be interested in how these considerations may play out on a topic like
vocabulary, grammatical structure, each other when creating statements their generated list to give to the main LGBTQ rights, see my views in my blogpost below. http://fourc.ca/debate-lgbtq/ .
functional language, etc.). Later, and categorising them. Additionally, speaker for rebuttal.
38 April 2018 editorial@elgazette.com 39