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