No abstract

Informal observation in the Caribbean seems to indicate persistent application of traditional teacher-dominated strategies. For this chapter, data were collected from fifty-one Grade K to 3 teachers from six Caribbean countries, including three twin islands, to investigate the application of student-talk as an instructional strategy in repositioning learners for success with oral language skills. The data included an online survey and non-participant classroom observation using a mixed-methods research design drawing on qualitative and quantitative indicators. The study revealed that along with some evidence of student to teacher interaction, talk in the classrooms was primarily teacher-directed and students were usually expected to be silent except when responding to questions posed by the teacher. In addition, it was found that student to student talk was not encouraged generally, and the representation of a classroom environment favorable for the development of oral language skills was limited.

The literature establishes that a child's language development begins before birth and precedes to the beginning of formal education. For this reason, the first place of learning is the home, under the guidance of parents and family. Therefore, on entering a school system, a young child already has a base of knowledge and can communicate competently in many ways. However, often the child's communicative competence in some aspects contrasts with the standards of school culture. This chapter sets out to highlight the importance of incorporating children's home languages into their formal learning environment during the first eight years of life. Further the chapter underscores the need to maximize the learning process, while respecting learners' cultural and personal identities, learners and their parents and guardians must be able to understand the significance of language for communication. Accordingly, providing a quality early learning experience must include accepting, embracing, and valuing each learner's home language.

Generally, Caribbean teachers seem to have limited engagement with applying observation of young learners' language in the classroom setting. For this chapter, a sample of 40 Grade 1 to 3 teachers from six Caribbean countries provided information to examine teachers' use of observation of learners' oral discourse to inform instructional pedagogy in English Language teaching. Based on primarily qualitative methods, a standardized structured-interview guide, focus group discussion, and classroom observation guide were used to collect data on teachers' classroom instruction. The findings revealed that while teachers declared knowledge of the merits of applying observation for evaluating learners' real language, the evidence of application of this assessment strategy was missing. In addition, results which showed that some teachers appeared to lack awareness of utilizing information about learners' home language use to cater to their individual language needs, warranted attention to transformative pedagogical perspectives in English Language instruction.

The literature establishes that a child's language development begins before birth and precedes to the beginning of formal education. For this reason, the first place of learning is the home, under the guidance of parents and family. Therefore, on entering a school system, a young child already has a base of knowledge and can communicate competently in many ways. However, often the child's communicative competence in some aspects contrasts with the standards of school culture. This chapter sets out to highlight the importance of incorporating children's home languages into their formal learning environment during the first eight years of life. Further the chapter underscores the need to maximize the learning process, while respecting learners' cultural and personal identities, learners and their parents and guardians must be able to understand the significance of language for communication. Accordingly, providing a quality early learning experience must include accepting, embracing, and valuing each learner's home language.