Part 3 Teachers’ perceptions about small group interaction

In the literature review, interaction was highlighted as having a role to play in additional language learning and a small group setting was discussed as

141 being ideal for pupils to interact with their peers (Storch and Aldosari, 2012; Coelho, 2012). Some questionnaire statements and interview questions addressed interaction and additional language learning for EAL pupils. In the interview, Teacher 8 states that when interaction occurs, it can provide opportunities for pupils to learn subject specific vocabulary and progress with content by following examples,

“Interaction when it happens is good but I have to be careful that the children want to be in a group and want to work together and that, you know, they actually get work done. I guess when they are given, like to build something and then explain. They can watch and follow and get help with the explanation. It is good if they can listen to other pupils and use the same words and vocabulary.” (Teacher 8, interview)

When asked for her views on the importance of interaction, Teacher 5 responded,

“I believe that interaction in small group work is important for pupils with EAL because it gives them a platform to practise, correct and learn to improve their language skills. I think this is key to building confidence and encouragement, this should also result in more practice outside the classroom setting.” (Teacher 5, interview)

Teacher 5 further remarked, “The problem facing many EAL pupils is that they are often lacking interaction in English at home with family.” (Teacher 5, interview)

Teacher 5 is the only member of staff to raise the point that outside of the classroom, many EAL pupils may not have opportunities to communicate in English and that interaction inside the formal classroom setting can

142 encourage pupils to continue to practise English outside the classroom. This observation by teacher 5 adds another level of importance to the need for the creation of teaching and learning situations where pupils work in groups because opportunities that might be lacking at home can be honed in the formal educational arena. The school then has the task of equipping pupils with the language skills that they need not just for academic purposes but to function and participate in the wider community.

Teacher 6’s response also captures the idea that interaction during group work promotes the kind of learning that is needed for participation in the real world. Teacher 6 states, “Group interaction can be considered to promote active learning, inclusive and socially effective learning.” Further along in the interview, teacher 6 added,

“Group work can be a major contributor to facilitating the kind of interaction which contributes positively to improve conditions for learning.” (Teacher 6, interview)

When asked to expand on this idea, Teacher 6 explains that tasks and activities are used to generate language and to encourage participation and that these form interactive activities which then lead to learning. Teacher 5 emphasizes the support that can be offered by group members during small group work, “It can also encourage pupil to pupil correction, which within respectful limits is extremely effective.”

Teacher 5 identifies pupil-pupil correction and picks up on the aspect of corrective feedback which can be defined as an indication to a learner that

143 an utterance in the target language is incorrect (Gass and Selinker, 2008). For pupils to build on each other’s knowledge and to learn from and with one another there should be understanding and acceptance within the group that one is allowed to offer corrections and suggestions on improving language.

This sense of security and mutual trust has to be built and fostered and this is where teachers must ensure that pupils are adequately prepared and taught how to collaborate during group work (Haynes and Zacarian, 2010). This sentiment was shared by Teacher 7 who believes that teachers play a significant role in organising the kind of group structure that will enable NAEP to form suitable collaborative and interactive relationships, “Of course, the group has to work for them so I guess that is where we have to structure it to fit around the pupils we have.” (Teacher 7, interview)

Directly addressing interaction, Teacher 7 mentioned peer-peer correction sharing the view that during small group work, pupils have an outlet to express themselves and to practise language with support and correction from their peers,

“Interaction during group work is important because it gives pupils an outlet to express themselves, you understand they can talk and only the members of the group will hear. Their peers can correct them. Sometimes you see how comfortable they are when they are in smaller groups so it gives them time to practise, to rehearse. I mean when we have to do a presentation of some sorts, they help each other with the lines. You should hear them before they do their work, even if just one sentence they make sure it is correct, with the pronunciation and all, they take time to get the pronunciation correct and to understand the words.” (Teacher 7, interview)

144 Teacher 7 also expressed the view that involvement in a group helps with the social acceptance that some NAEP need,

“Being part of a group helps them to feel accepted because when they are new, it is easy to feel isolated and lost. I can see that happening sometimes. I have had that many new ones in my year 9 class and now you can see some of them bonding so it is important that they continue this and be supported in lessons and being part of a group can make that happen.” (Teacher 7, interview)

Teacher 8 shares positive and negative perceptions of how being part of a small group and having the opportunity to interact can help NAEP. While teacher 8’s perception is that there can be definite benefits or gains, she is also cognizant that pupils have to be willing or have the desire to cooperate with others, to share their understanding and knowledge. Teacher 8 explains,

“It is best to put them in groups with nice pupils who can provide good models of English but even so, even the nice pupils have to be willing to support their peers and to be patient. We have some lovely children but sometimes they may want to work alone. D…, that lovely little girl who sits over (points) there gets everything right but she likes to sit quietly and do her work.” (Teacher 8, interview) Teacher 8 raises the question of pupils’ willingness to be part of a team which is an issue that provokes one to consider whether at an early stage in planning for teaching and learning that pupils ought to be consulted about the possibility of them working in groups. This point will be explored in the discussion chapter.