Elevate Your English Conversation Classes

I have left classes with students after such refreshing, thought-provoking conversations that I’ve found myself thinking, did they really just pay me for that hour? Many EFL students in Chile—and I suspect throughout the world—don’t get much face time with native English speakers, so they are often thrilled to pay in exchange for authentic conversation. That’s great news for us English teachers; there’s little-to-no prep required for this type of class. However, the lack of apparent structure shouldn’t be an excuse to let complacency set in. We must be diligent in incorporating effective methods and genuine learning experiences even in classes that resemble coffee with a friend. Here are my suggestions for hosting quality conversation classes with minimal effort, even when they're online:

Don’t interrupt the student; instead, discuss mistakes at the end of class. I find that making immediate corrections can damage a student’s self-esteem, hinder their fluency, and cause them to lose their train of thought. Instead, I jot down a list of mistakes they make while they’re speaking (as subtly as possible so they don’t get distracted wondering what their mistake might have been). I try to write the entire sentence they said so we have context for the mistake. Then, we review this list during the last few minutes of class. I ask them if they can find and correct the mistake on their own; often they can— the knowledge we have stored in our brains is much broader than what we can recall in any given moment. If not, give them a 2-minute grammar lesson over the concept they struggled with. Not only does this help the student feel like you’re being vigilant and sharing your expertise with them, but it gives you a record of their progress and may help you notice error patterns that develop over multiple classes.

Keep a running list of new vocabulary words that come up in class. I use a Google Doc for each student that I share with them, so they can review this list long after the class ends. If you prefer, you can ask the student to be responsible for adding to the list or adding a definition/example sentence after each word.

Have a white board handy; your visual learners will thank you. When introducing new words or discussing mistakes, many students will have a much easier time following along if they can literally see what you’re talking about. Trust me, it’s much simpler than verbally spelling out a complicated word for them. I carry a mini white board around with me, but you might find that opening up a blank Word document or typing in the Skype chat box is an easier solution.

Come prepared with conversation fuel. Unless your student has an exceptionally interesting life, you might find that after a few classes you’re running out of things to talk about and what did you do last weekend? just isn’t cutting it anymore. I prefer to maintain a bit more focus to avoid awkward pauses of scrambling for something to say, so after each class I send a video or article for them to watch/read before the following class and prepare to discuss. Of course, I read the same article; I then write down a few conversation questions that I want to ask them in class. I may have also taken note of some difficult vocabulary words that I want to review. One website that’s been a hit with my B2/C students is The Conversation (https://theconversation.com/us). The articles are about current events, often on obscure and controversial topics and written by experts and academics instead of journalists, so it’s usually easy to get students talking; plus, I guarantee you will learn something new!

Don’t be afraid to discuss controversial topics. This is a fantastic way for advanced students to practice presenting their opinions in a diplomatic way and using language for debating. Challenge them on their opinions instead of letting comments slide; the word why should be your best friend. Also acclimate yourself with the phrases tell me more and what if. If a student says something that might seem far-fetched or ridiculous, avoid chastising them or shooting it down. Instead, prompt them to elaborate and explore that idea with them further. Of course, you’ll need to feel out your student a bit in this area, and perhaps the cultural context in which you're teaching. Some of my students are completely no-holds-barred and everything is fair game, while others might feel less comfortable put on the spot discussing certain topics.

Make sure the student is talking more than you are. Do not dominate the conversation. In fact, the general recommendation is that teacher talk time should only comprise a maximum of about 30% of the class. You are not in that class to have a great time, nor should you wrangle it into your personal therapy session; the class is 100% for the benefit of the student, so set your ego aside and listen actively, prompt the student with thoughtful questions, and share your ideas when they are relevant and elicited. If you find that you’re dominating the conversation because the student won’t speak up, evaluate the situation: are you asking good questions? Is this topic of interest to them? Do they lack confidence? Reflecting on these questions could be pivotal to how you move forward with this student.

Thank you for reading!