Encouraging children's development of discourse repertoires in EAL classrooms

This chapter examines children's development of discourse repertoires in English as an Additional Language (EAL) classrooms. Specifically, it attempts to investigate how children can develop their discourse repertoires and what materials EAL teachers employ to support their development. The data collected from EAL classrooms with primary school children from Y1 to Y6 and teacher interviews illustrated that teachers apply a learning-centred approach where children's existing knowledge is regarded as a fundamental starting point to effective learning. The data illustrate a similar methodical approach where teachers connect the various activities attempted in the classroom to the use of different discourse repertoires. Specifically, spoken interaction, context-dependent written discourse, and freestanding written discourse seem to predominate in the 24 EAL classrooms observed. Since language learning revolves around discussion, comprehension and analysis, and spontaneous interaction, teachers claimed that they avoid the use of explicit negative feedback when it comes to correcting learners' oral language use and instead, they opt for implicit corrective feedback which appears less disapproving in oral interaction. The activities given to the class are part of structure-based interactive tasks that have as a goal the development of learners' discourse repertoires.