This talk focuses on the importance of clarity of instruction, particularly in L2 classrooms. Using examples from a variety of instructional settings, we show how conversation analytic insights can be translated into actual teaching methods. We also suggest that being clear helps foster an inviting environment and encourage student participation.
All students rely on a teacher’s ability to present new information clearly. For second language learners, in particular, clarity of instruction is of utmost importance. Johnson (1995), for example, writes that "second language students can become confused about what is expected of them, or how they should participate" (p. 163). Interestingly, although many teacher textbooks discuss the importance of clarity, few offer concrete suggestions for actually achieving what we call being clear (Creider, 2016; Waring & Hruska, 2012). In this talk, we show how conversation analytic insights can be translated into actual teaching methods such as framing, focusing, and breaking it down to ameliorate student confusion. Framing is a way for teachers to offer students a clear sense of the point of an activity, and focusing provides reminders of where, during a given activity, students should place their attention. Finally, breaking it down allows teachers to split a complex idea or activity into small, manageable chunks. Using examples from a variety of settings, including adult ESL and elementary bilingual classrooms, we show how, in implementing these methods, micro-choices such as repetition, moments of silence, or the timing of talk and gesture, can have a macro impact on a teacher’s ability to be clear. In addition, we suggest that being clear is crucial for fostering an inviting environment (Waring, 2016; Waring & Creider, forthcoming), and encouraging student engagement and participation (Creider, 2016).
