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From Magistracy to Tyranny: The Evolution of the Term Dictator from Republican Rome to Modern Political Discourse

Classical Literature, Dictator, Historical Context, Plutarch, Political Terminology, Roman Offices, Roman Republic, Semantic Change 0 comments

 

Tracing power from Rome to modernity
AI-generated picture by Prof. Jonathan Acuña Solano in March 2026

Introductory Note to the Reader

     In recent months, I have found myself returning repeatedly to the works of Plutarch in several of my blog publications. This sustained engagement has led me to confront a persistent difficulty: the meaning of Roman political and military titles, terms such as consul, tribune, or dictator, which, at first glance, seem familiar but in fact carry significantly different connotations in their original historical context.

     Part of this difficulty is rooted in personal experience. As a young boy growing up in a Catholic country, I was frequently exposed to cinematic representations of antiquity, particularly during Holy Week. In those films, titles like consul or dictator appeared regularly, yet their meanings remained obscure to me. More importantly, they were unconsciously filtered through the lens of twentieth-century political language, where the word dictator, for instance, evokes authoritarianism, repression, and the indefinite concentration of power. This modern connotation stands in sharp contrast to the denotation the term possessed in ancient Rome, where it referred to a temporary and legally sanctioned magistracy.

     The present essay emerges, therefore, from a need for clarification, both personal and pedagogical. It represents an attempt to “unlearn” the modern meanings attached to these terms and to recover, as faithfully as possible, their original significance within the Roman Republic and its military-administrative structures. By doing so, I aim to facilitate a more accurate and meaningful reading of Plutarch’s Lives, as well as other classical texts that engage with Roman institutions and their complex hierarchy of offices.

     Ultimately, this brief study is intended not only as an intellectual exercise but also as a practical guide: a tool to help readers navigate the semantic gap between past and present, and to better appreciate the historical realities behind Rome’s political and military organization.

Jonathan Acuña Solano


From Magistracy to Tyranny: The Evolution of the Term Dictator from Republican Rome to Modern Political Discourse

 

Abstract

This essay examines the semantic evolution of the term dictator from its institutional role in the Roman Republic to its modern association with authoritarian rule. Drawing on the works of Plutarch, particularly his Lives of Roman figures such as Camillus, the study contextualizes the original function of the dictatorship as a temporary magistracy designed to address emergencies. Additionally, the essay provides an overview of key Roman political and military offices—including consul, praetor, and tribune—to support contemporary readers in interpreting classical texts with greater historical accuracy. By addressing the tension between modern connotations and ancient meanings, this paper seeks to promote a more informed and nuanced understanding of Roman political terminology.

Key Words:

Roman Republic, Dictator, Plutarch, Political Terminology, Semantic Change, Roman Offices, Classical Literature, Historical Context

 

 

Resumen

Este ensayo analiza la evolución semántica del término dictador, desde su función institucional en la República romana hasta su asociación moderna con regímenes autoritarios. A partir de las obras de Plutarco, especialmente sus Vidas de figuras romanas como Camilo, se contextualiza el papel original de la dictadura como una magistratura temporal destinada a enfrentar situaciones de emergencia. Asimismo, el ensayo presenta una descripción de los principales cargos políticos y militares romanos—como el cónsul, el pretor y el tribuno—con el fin de facilitar la comprensión de textos clásicos por parte de los lectores contemporáneos. Al abordar la tensión entre las connotaciones actuales y los significados antiguos, este trabajo busca fomentar una interpretación más precisa y contextualizada de la terminología política romana.

 

 

Resumo

Este ensaio examina a evolução semântica do termo ditador, desde sua função institucional na República Romana até sua associação moderna com regimes autoritários. Com base nas obras de Plutarco, especialmente suas Vidas de figuras romanas como Camilo, o estudo contextualiza a função original da ditadura como uma magistratura temporária destinada a lidar com situações de emergência. Além disso, o ensaio apresenta uma visão geral dos principais cargos políticos e militares romanos—como cônsul, pretor e tribuno—para auxiliar leitores contemporâneos na interpretação de textos clássicos com maior precisão histórica. Ao abordar a tensão entre os significados modernos e antigos, este trabalho busca promover uma compreensão mais informada da terminologia política romana.

 


 

“It is not histories I am writing, but lives.”
— Plutarch, Lives

 

Introduction

When we modern readers encounter the term dictator for the first time in Plutarch’s Lives, particularly in biographies such as that of Marcus Furius Camillus, we often experience a moment of semantic dissonance. Dictator!? Nowadays the word dictator evokes images of authoritarian leaders who cling to power indefinitely, suppress dissent, and undermine democratic institutions. In contrast, in the political vocabulary of the Roman Republic, the dictator was a legally appointed magistrate entrusted with extraordinary but temporary authority during times of crisis. This paper, my 544th post on this blog, examines the evolution of the term dictator from its original institutional meaning in Roman political life to its contemporary usage, which carries overwhelmingly negative connotations. Additionally, the essay surveys the principal political and military offices of the Roman Republic to provide modern readers with a clearer framework for understanding Plutarch’s portrayals of Roman noble figures.

The Roman Dictatorship: Origin and Function

In the Roman Republic, the dictatorship was an extraordinary magistracy established to address emergencies that threatened the survival of the state such as war, invasions, and the like. According to Roman tradition, the office was created in the early Republic, possibly in response to military crises or internal unrest (Lintott, 1999). A dictator was appointed by one of the consuls, usually following authorization by the Senate, and was granted supreme authority (imperium) for a strictly limited term, typically no more than six months, or as long as the crisis was present.

Plutarch’s account of Camillus exemplifies this earlier understanding. Camillus is appointed dictator not as a usurper of power but as a savior of the Republic during moments of existential danger, such as the Gallic sack of Rome (Plutarch, trans. 1914/2001). The dictator’s authority superseded that of all other magistrates, yet this power was bounded by legal, religious, and temporal constraints. Crucially, the Roman dictator was expected to relinquish authority once the crisis had passed, and many did so well before the expiration of their term.

Thus, in Roman political culture, dictatorship was not inherently tyrannical. Instead, it was viewed as a necessary suspension of normal republican procedures in service of restoring civic stability. The legitimacy of the office depended precisely on its temporary nature and its subordination to the res publica rather than personal ambition.

The Semantic Shift: From Emergency Magistrate to Absolute Ruler

The transformation of the word dictator began within Roman history itself. The late Republic witnessed figures such as Lucius Cornelius Sulla and Julius Caesar stretching, and ultimately breaking, the traditional limits of the office. Sulla’s dictatorship (82–79 BCE) was unprecedented in duration and scope, as he used his authority to enact constitutional reforms and purge political enemies. Caesar’s appointment as dictator perpetuo (dictator for life) marked a decisive rupture with republican norms and contributed directly to his assassination in 44 BCE (Goldsworthy, 2006).

These developments permanently altered the moral and political resonance of the term. By the time of the Roman Empire, the dictatorship as an office had become obsolete, replaced by imperial authority that avoided the title while exercising far greater power. In modern political discourse, especially following the experiences of the twentieth century, dictator has come to signify illegitimate, often violent, personal rule; leaders who resist institutional checks and perpetuate their hold on power through coercion rather than consent.

Thus, the modern meaning of dictator reflects not the early Roman magistracy but rather its degeneration in the late Republic and its echoes in modern authoritarian regimes. This semantic shift underscores the importance of historical context when interpreting classical texts such as Plutarch’s Lives.

Understanding Roman Offices in Plutarch’s Biographies

To fully appreciate Plutarch’s Roman biographies, readers must be familiar with the complex hierarchy of Roman political and military offices. These roles were embedded in the cursus honorum, the customary sequence of public offices pursued by Roman elites.

a)    The consul was the highest regular magistrate of the Republic. Two consuls were elected annually, sharing executive authority and commanding armies. Their mutual veto power symbolized the Roman commitment to preventing unilateral rule.

b)    The praetor ranked below the consul and was primarily responsible for judicial matters, though praetors could also command armies and govern provinces. Their legal expertise often features prominently in Plutarch’s accounts of Roman administration.

c)    The tribune of the plebs was a uniquely Roman institution designed to protect the interests of common citizens. Tribunes possessed the power of intercessio (veto) and were considered sacrosanct, meaning any harm against them was religiously forbidden. Figures such as the Gracchi illustrate how tribunes could become powerful and controversial agents of reform.

d)    The censor held a moral and administrative role rather than military command. Censors conducted the census, regulated public morals, and could expel senators deemed unworthy. Though lacking imperium, the office carried immense prestige.

e)    Other offices, such as the aedile (responsible for public works and games) and the quaestor (financial administrator), served as stepping stones within the political career of Roman nobles. Military titles, including legatus and tribune militum, further complicate Plutarch’s narratives, as political and military authority were often intertwined.

Understanding these distinctions helps modern readers avoid anachronistic interpretations and better appreciate the institutional framework within which Plutarch’s subjects operated.

Conclusion

The word dictator offers a compelling case study in how political language evolves over time. In Republican Rome, the dictator was not a symbol of tyranny but a constitutional instrument designed to preserve the state during emergencies. Plutarch’s portrayal of figures like Camillus reflects this original meaning and highlights values such as civic duty, restraint, and service to the common good. However, historical abuses of the office, most notably in the late Republic, transformed its connotations, paving the way for the modern understanding of dictatorship as illegitimate and oppressive rule.

By situating the term dictator within its Roman institutional context and clarifying the roles of other Republican offices, readers can approach Plutarch’s Lives with greater historical sensitivity. Such awareness not only deepens literary interpretation but also reminds us that political concepts are neither static nor universal; they are shaped by historical experience, cultural memory, and the enduring tension between power and responsibility.

San José, Costa Rica

Friday, March 20, 2026



📚 References

Goldsworthy, A. (2006). Caesar: Life of a colossus. Yale University Press. https://archive.org/details/caesarlifeofcolo00gold

Lintott, A. (1999). The constitution of the Roman Republic. Oxford University Press. https://archive.org/details/constitutionofro0000lint_r1i1

Plutarch. (2001). Lives of the noble Grecians and Romans (B. Perrin, Trans.). Harvard University Press. (Original work written c. 1st–2nd century CE) https://archive.org/details/in.ernet.dli.2015.282597/page/n5/mode/2up



Glossary of Roman Political and Military Offices

(For Reading Plutarch’s Lives)

Dictator

 

An emergency leader appointed during a serious crisis, such as war or internal unrest. A Roman dictator had complete authority over the state but only for a short, fixed period (usually six months). Unlike modern dictators, Roman dictators were expected to give up power once the crisis ended.

Consul

 

The highest regular political office in the Roman Republic. Two consuls were elected each year and ruled together to prevent abuse of power. They commanded armies, led the government, and represented Rome in foreign affairs.

Praetor

 

A high-ranking magistrate mainly responsible for legal matters, especially court cases. Praetors could also command armies or govern provinces. This office was often held before becoming a consul.

Tribune of the Plebs

 

An official elected to protect the rights of ordinary citizens (plebeians). Tribunes could block laws or decisions they believed were harmful by using their veto power. They were considered sacred and harming them was a serious crime.

Censor

 

An official responsible for conducting the census (counting citizens and assessing property). Censors also supervised public morals and could remove senators for unethical behavior. Although they had no military power, their position was highly respected.

Quaestor

 

A financial officer who managed public funds, taxes, and military finances. This was usually the first step in a Roman political career and a required position before holding higher office.

Aedile

 

An official in charge of public buildings, markets, and public games. Aediles also helped maintain order in the city. Many used this office to gain popularity by sponsoring public events.

Legatus

 

A deputy or representative, often appointed by a consul or dictator. Legates commonly served as senior officers in the army or as governors of provinces.

Military Tribune (Tribunus Militum)

A junior military officer who assisted in commanding Roman legions. Young aristocrats often served as military tribunes early in their careers to gain experience.

Imperium

 

The legal power to command an army and govern. Only certain magistrates, such as consuls, praetors, and dictators, possessed imperium. It was a key concept in Roman political authority.

Senate

 

A council made up of Rome’s most experienced and influential men, usually former magistrates. The Senate advised magistrates, controlled finances, and influenced foreign and military policy, though it did not pass laws directly.

Cursus Honorum

 

The traditional order of public offices that Roman politicians followed, beginning with quaestor and rising to consul. This system structured political careers and limited how quickly someone could gain power.

Patricians

 

Members of Rome’s old aristocratic families. In early Roman history, patricians held most political power, though over time plebeians gained access to public offices.

Plebeians

 

The common people of Rome, including farmers, merchants, and workers. Although originally excluded from high office, plebeians gradually gained political rights through reforms and institutions like the tribunate.

Res Publica

 

Literally “the public matter” or “the public thing.” This term refers to the Roman Republic and emphasizes the idea that political power belonged to the state, not to one individual.

 

From Magistracy to Tyranny - The Evolution of the Term Dictator From Republican Rome to Modern Political Di... by Jonathan Acuña



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Friday, March 20, 2026



Social Language and Classroom Conversations in Online ELT with Adult Learners

Adult Learners, British Council, Classroom Interaction, Communicative Competence, Formative Assessment, online teaching, Rapport, Social Language 0 comments

 

Exploring dialogue in pedagogy
AI-generated picture by Prof. Jonathan Acuña Solano in March 2026

Introductory Note to the Reader

     This paper emerges from my engagement with the TeachingEnglish: Organising the Classroom course offered by the British Council, particularly Module 2 on social language in the classroom. Following this module, I have adopted a more deliberate approach to incorporating informal classroom conversations into my teaching practice. Rather than limiting social interaction to the opening minutes of a lesson, I have intentionally allowed myself to momentarily step aside from the linear progression of content delivery. In doing so, I engage learners in brief exchanges of personal anecdotes, encouraging them to share their own experiences in English.

     These conversational detours are not incidental; they are pedagogically motivated. I make a conscious effort to connect each anecdote to the lesson’s objectives, thereby ensuring a smooth transition between topics and activities. This approach allows for a more fluid classroom dynamic in which communicative authenticity and curricular goals coexist. The reflections presented in this essay are grounded in this evolving practice, particularly within the context of teaching young adults and working professionals in online environments.

Jonathan Acuña Solano


Social Language and Classroom Conversations in Online ELT with Adult Learners

 

Abstract

This paper examines the pedagogical value of social language and informal classroom conversations in English language teaching, with a focus on online instruction for young adults and working professionals. Drawing on insights from a British Council teacher development course, personal teaching reflections, and established theories in second language acquisition, the study argues that purposeful informal interaction enhances rapport, motivation, and communicative competence. The discussion highlights how short, strategically integrated conversations can function as tools for formative assessment and learner engagement, even when they momentarily diverge from planned instruction. The paper also explores practical strategies for sustaining meaningful dialogue and selecting relevant topics in adult learning contexts. Ultimately, it proposes that conversational flexibility, when guided by pedagogical intent, contributes to a more dynamic and effective language learning environment.

Keywords:

Social Language, Classroom Interaction, Rapport, Adult Learners, Communicative Competence, Formative Assessment, Online Teaching, British Council

 

 

Resumen

Este trabajo analiza el valor pedagógico del uso del lenguaje social y de las conversaciones informales en la enseñanza del inglés, con énfasis en contextos en línea con jóvenes adultos y profesionales. A partir de un curso de desarrollo docente del British Council, reflexiones personales y teorías consolidadas en la adquisición de segundas lenguas, se sostiene que la interacción informal y planificada favorece la creación de rapport, la motivación y el desarrollo de la competencia comunicativa. Asimismo, se destaca cómo las conversaciones breves, integradas estratégicamente en la clase, pueden funcionar como herramientas de evaluación formativa y de participación activa, incluso cuando implican desviaciones momentáneas del contenido planificado. El artículo también explora estrategias prácticas para mantener el diálogo y seleccionar temas relevantes en contextos de aprendizaje adulto. En conclusión, se propone que la flexibilidad conversacional, guiada por una intención pedagógica clara, contribuye a un entorno de aprendizaje más dinámico y eficaz.

 

 

Resumo

Este artigo examina o valor pedagógico do uso da linguagem social e das conversas informais no ensino de inglês, com foco em contextos online para jovens adultos e profissionais. Com base em um curso de formação docente do British Council, reflexões pessoais e teorias consolidadas da aquisição de segunda língua, argumenta-se que a interação informal, quando intencional, fortalece o rapport, a motivação e a competência comunicativa. O texto também destaca como conversas breves, integradas estrategicamente às aulas, podem servir como ferramentas de avaliação formativa e engajamento dos alunos, mesmo quando representam desvios momentâneos do conteúdo planejado. Além disso, discute estratégias práticas para sustentar o diálogo e selecionar temas relevantes no ensino de adultos. Por fim, propõe-se que a flexibilidade conversacional, orientada por objetivos pedagógicos claros, contribui para um ambiente de aprendizagem mais dinâmico e eficaz.

 


The development of communicative competence in English Language Teaching (ELT) requires more than structured grammar and lexical practice and task-based production. It also depends on the quality of everyday classroom interactions that foster rapport, trust, and authentic language use. The TeachingEnglish platform by the British Council, particularly in its course TeachingEnglish: Organising the Classroom, Module 2 – Social Language in the Classroom, highlights the pedagogical value of informal classroom conversations.

While many of the course examples are framed within primary or secondary contexts, its core principles are highly transferable to online teaching environments with young adults and working professionals where my current English teaching practice takes place. Drawing on insights from the course, my own teaching reflections (Jonathan Acuña Solano’s), and established scholarship in ELT, this essay (my blog post 543) argues that purposeful use of social language in adult online classrooms enhances rapport, motivation, formative assessment, and learner autonomy.

Social Language as Pedagogical Practice

Classroom conversations are not peripheral to learning; they are integral to it. The British Council (n.d.) notes that “keeping a conversation going in the classroom involves a combination of good listening skills, genuine interest and engaging topics.” Such conversations move beyond transactional exchanges and create a space where learners experiment with language in low-stakes contexts.

From a communicative perspective, this aligns with Hymes’s (1972) notion of communicative competence, which emphasizes the ability to use language appropriately in social contexts. Similarly, Canale and Swain (1980) include sociolinguistic competence as a core component of language proficiency. Informal conversations provide fertile and abundant ground for language learners to develop their communicative competence, as they require sensitivity to register, turn-taking, and pragmatic nuance.

Reflecting on my own practice with adult learners, I have come to observe that “When working with working adult learners, we have room for a bit of social language. I find this compelling to do in the classroom since it allows students to test what they have learned in my class, on their own, or in any other place where they have used English either passively (listening, reading) or actively (writing, speaking)” (Acuña Solano, 2026). This reflection underscores how informal talk functions as a bridge between structured input and spontaneous production.

Rapport, Human Bond, and Motivation

One of the most significant themes in the course is rapport-building. María Galleno, a teacher from Uruguay featured in the module, states that informal conversations “help build that fantastic learning atmosphere that we need to have in a classroom” (British Council, n.d.). As a language teacher myself, I must  agree, noting that such conversations create “a human bond” necessary in a language class and facilitate classroom management and engagement.

The importance of this “human bond” is well documented. In How Languages are Learned, Lightbown and Spada (2013) emphasize that affective factors such as anxiety and motivation directly influence language acquisition. A supportive environment lowers affective filters, echoing Krashen’s (1982) Affective Filter Hypothesis, which posits that learners acquire language more effectively when anxiety is low and motivation is high.

Sean Wordingham, another teacher cited in the course, remarks that building rapport is “vital for motivation and, with younger classes, for discipline” (British Council, n.d.). While discipline may be less central in adult online contexts, motivation remains crucial. In adult education, intrinsic motivation often derives from professional goals and personal development. By engaging in authentic conversations related to learners’ industries, trade, marketing, technology, teachers validate learners’ identities and professional expertise.

Dörnyei (2001) argues that teacher–student relationships significantly shape learner motivation. Informal conversations demonstrate interest in learners as individuals, reinforcing what Rogers (1969) called the “facilitative teacher”, one who shows empathy, congruence, and unconditional positive regard. In online adult classrooms, where physical presence is absent, these interpersonal qualities become even more essential.

Informal Conversations as Formative Assessment

Beyond rapport, informal classroom talk serves as an ongoing diagnostic tool for the instructor. Sean Wordingham notes that spontaneous conversations allow teachers to “sense how they are using the language” (British Council, n.d.). From my own teaching reflection, I have come to echo this view, stating that in small talk “we can see how far they are coming along in their learning” (Acuña Solano, 2026), which can inform future classes.

All this discussion aligns with Black and Wiliam’s (1998) conception of formative assessment as embedded within everyday classroom interactions. Rather than relying exclusively on formal tests to assess student development, teachers gather evidence of learning through spontaneous dialogue with learners. In casual exchanges, students reveal their interlanguage development, lexical range, and pragmatic awareness.

Importantly, both Wordingham (British Council, n.d.) and Acuña Solano (2026) emphasize that “correcting them when learners are talking to you is not a good idea.” This restraint reflects the distinction between fluency-focused and accuracy-focused activities. Harmer (2015) argues that excessive correction during communicative tasks can inhibit fluency and reduce learner confidence. By postponing correction or using delayed feedback strategies, teachers protect communicative flow while still addressing errors systematically. Thus, social language moments in class become dual-purpose: a) they foster authentic communication and b) provide real-time insights into learner progress without compromising affective safety.

Strategies for Keeping Conversations Going

The British Council (n.d.) outlines several strategies for sustaining classroom conversations: asking open-ended questions, being an active listener, sharing personal stories, following up on previous conversations, drawing on current events, and showing empathy. These strategies reflect principles of dialogic teaching (Alexander, 2008), in which learning emerges through meaningful exchange rather than recitation, like the student-teacher interactions when one gets to chat with students at the beginning of the class, for instance.

Open-ended questions, for example, invite elaboration rather than minimal responses. In adult contexts, questions such as “How is your company adapting to recent market changes?” or “What challenges are you facing in your industry this year?” stimulate authentic discourse. Active listening, through paraphrasing, backchanneling, and follow-up questions, models conversational norms and validates learner contributions.

As a language instructor I always emphasize the importance that with large classes and new cohorts, it’s a good idea to take notes about individual learners to talk about their interests, outings, experiences, etc. (Acuña Solano, 2026). Inspired by María Galleno’s suggestion that “making notes about individual learners can be useful to show you are interested in students” (British Council, n.d.), I use this information to design speaking activities connected to learners’ professional domains. This practice resonates with principles of needs analysis in ESP (English for Specific Purposes). Hutchinson and Waters (1987) argue that course design should be informed by learners’ target situations. Informal conversations provide valuable qualitative data for such analysis.

Selecting and Negotiating Conversation Topics

Topic selection is another key dimension. The British Council (n.d.) provides sample questionnaires inviting learners to indicate interests in music, travel, technology, current events, and more. Such tools democratize topic selection and empower learners.

In adult corporate contexts, I must point out that interests often converge around “trade, marketing, and the like” (Acuña Solano, 2026). With younger adults, I’m able to note a great generational gap: Learners in my classes “are the ones who bring the topics; I just facilitate a space for them to express their opinions” (Acuña Solano, 2026). This facilitative stance reflects Vygotsky’s (1978) sociocultural theory, which positions learning as socially mediated. By allowing learners to introduce topics, the teacher situates learning within the learners’ zone of proximal development.

Furthermore, topic negotiation enhances learner autonomy. Little (1991) defines autonomy as the capacity to take charge of one’s learning. When learners influence conversational themes, they assume partial ownership of classroom discourse. In online adult education, where learners often juggle professional responsibilities, this sense of ownership strengthens engagement.

Class surveys conducted at the beginning of a term, as suggested by the British Council (n.d.), also foster peer interaction. When learners collect information from one another, they practice question formation, listening skills, and summarizing, core communicative competencies.

Adapting Primary-Focused Guidance to Adult Online Contexts

Although many course examples in the British Council’s work target younger learners, their underlying principles remain applicable to adult online synchronous classrooms. The difference lies in implementation. With working adults, informal conversations may be shorter but more purposeful, often integrated into warm-ups or transitions between tasks. Topics may revolve around industry trends, leadership challenges, or global events rather than hobbies alone.

Moreover, online environments require intentional structuring of conversational space. Breakout rooms, chat functions, and collaborative documents can facilitate small-group interaction. The teacher’s role becomes that of moderator and participant-observer, ensuring equitable participation while allowing organic dialogue.

Working adult learners also bring extensive life and work experience. Knowles’ (1980) theory of andragogy emphasizes that adults are self-directed and draw upon prior experience as a resource. Informal classroom conversations leverage this resource, transforming learners from passive recipients into knowledgeable contributors and active speakers trying out what they have learned.

Conclusion

Social language and informal classroom conversations are not ancillary activities; they are central to communicative language teaching, particularly in online contexts with young and working adults. The insights from the TeachingEnglish course by the British Council, complemented by reflections from Acuña Solano (2026) and the perspectives of María Galleno and Sean Wordingham (British Council, n.d.), highlight how such interactions build rapport, sustain motivation, and provide formative assessment opportunities.

By asking open-ended questions, listening actively, following up on previous exchanges, and selecting relevant topics, teachers cultivate what Galleno calls a “fantastic learning atmosphere.” In doing so, they lower affective barriers, as Krashen suggests, and nurture motivation in line with Dörnyei’s research. Informal conversations also function as diagnostic tools, revealing learners’ developing competence in authentic contexts.

For adult online educators, the challenge is not whether to incorporate social language, but how to do so strategically. When grounded in empathy, responsiveness, and pedagogical intention, classroom conversations become spaces where language is not merely practiced but lived, where learners test their evolving competence, express their identities, and connect professional realities with linguistic growth.

San José, Costa Rica

Friday, March 20, 2026

 


📚 References

Acuña Solano, J. (2026). Reflections on social language in adult online ELT classrooms [Unpublished manuscript].

Alexander, R. (2008). Towards dialogic teaching: Rethinking classroom talk (4th ed.). Dialogos.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.

British Council. (n.d.). TeachingEnglish: Organising the classroom – Module 2: Social language in the classroom. https://open.teachingenglish.org.uk/

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching. Applied Linguistics, 1(1), 1–47.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Galleno, M. (n.d.). Comments on informal classroom conversations [Video]. In TeachingEnglish: Organising the classroom – Module 2. British Council.

Harmer, J. (2015). How to teach English (2nd ed.). Pearson.

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press.

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics. Penguin.

Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Books.

Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.

Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.

Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Authentik.

Rogers, C. (1969). Freedom to learn. Merrill.

Vygotsky, L. S. (1978). Mind in society. Harvard University Press.

Wordingham, S. (n.d.). Reflections on rapport and motivation in classroom conversations [Video]. In TeachingEnglish: Organising the classroom – Module 2. British Council.



Social Language and Classroom Conversations in Online ELT With Adult Learners by Jonathan Acuña



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Friday, March 20, 2026



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