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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
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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 |
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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. |
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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. |
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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
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Alexander, R. (2008). Towards dialogic
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Organising the classroom – Module 2: Social language in the classroom. https://open.teachingenglish.org.uk/
Canale, M., & Swain, M. (1980). Theoretical
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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
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