Nicholas Northall

    Hi Marusya,

    Thanks for your question and your positive comments about the lesson.

    Actually in that cohort half of the trainees were non-native English speakers: of the eight, two were Uyghur Chinese, one Iranian and one Somali speakers; the other four were all English first language speakers. With this cohort the Chinese and Iranian trainees were very vocal and not reluctant to speak at all: but all three held MAs in TESOL!

    In terms of how to encourage participation, I believe that this is very similar to encouraging less reluctant learners to participate in group work:

    • Giving them a role to complete: e.g. time keeping, summarising, prompter etc;
    • Nominating them in feedback – and / or telling them beforehand that you’re going to do this!;
    • Giving them thinking / reflection time in the lesson to prepare their answers;
    • Staging tasks to ensure understanding about what to do;
    • Scaffolding tasks so more difficult tasks are easier to complete;
    • Mixed up pair and groups;
    • Including a flipped approach to give them time to prepare what they are going to say;
    • Perhaps having tutorials with them to find out if there are any reasons for not engaging.

    I hope this answers your question:)