Summary of Unit 2: Communication in a Foreign Language Classroom -
Verbal and Non-verbal Communication, Extraliguistic Strategies
Introduction
In today’s globally connected world, teaching foreign languages is essential for
developing real-world communication skills. Language instruction now emphasizes
both verbal and non-verbal communication to express and interpret meaning effectively,
aiding learners in navigating diverse communicative contexts.
This unit explores how various communication types function in the classroom,
examining how teachers can strategically integrate them to foster comprehensive
communicative competence.
Understanding these aspects helps lay the foundation for exploring the roles of
communication in foreign language classrooms, leading to a deeper examination of how
communication operates in this context.
Communication in a Foreign Language Classroom
Communication entails transmitting messages through both verbal and non-verbal
channels. In foreign language learning, non-verbal communication often plays a crucial
role, helping students grasp complex ideas, emotion ns, and social etiquette. For
example, shapes, directions, and intricate ideas are often easier to convey non-verbally
than through words alone. Additionally, non-verbal cues can convey emotions more
accurately than verbal expressions, making them appear more genuine, as they are less
controllable and therefore more authentic. Non-verbal expressions can also
communicate thoughts that might be socially inappropriate to verbalize, while simple
cues such as eye contact can significantly enhance verbal messages.
Building on Noam Chomsky’s theories of competence, which involves the knowledge
of linguistic rules, and performance, the actual use of language, the concept of
communicative competence emerged. This includes understanding the appropriate use
of language in varied social contexts, a fundamental skill in language instruction. This
framework aligns with directives such as Decree 38 on primary education in Castilla y
León, which highlights communicative competence as a key learning objective.
This theoretical foundation transitions seamlessly into examining the broader role of
communication in education.
Communication’s Role in Education
The Council of Europe’s "Threshold Level" framework introduced the foundation for
the Common European Framework of Reference for Languages (CEFR), which
classifies communicative competence into essential areas. These areas include grammar
competence, which focuses on the accurate use of grammatical rules, and discourse
competence, which involves adjusting discourse based on context. Strategic competence
emphasizes the flexibility of communication strategies to overcome language gaps,
while sociocultural competence involves understanding social and cultural nuances.
Sociolinguistic competence highlights the need to adapt language to fit social norms and
relationships.
Royal Decree 157/2022 supports the development of these competencies through
activities that promote speaking, listening, and intercultural interaction.
With these competencies established, it is vital to explore how communication unfolds
in the teaching and learning process.
Communication in the Teaching and Learning Process
Effective language instruction requires active engagement from both teachers and
students. Teachers provide structured, comprehensible input and corrective feedback,
helping students make gradual progress. Psychological factors, such as motivation and
the perceived relevance of tasks, play a crucial role in sustaining engagement.
William Littlewood identified two categories of communicative activities. Functional
communication activities focus on practicing language that students already know in
practical scenarios, while social interaction activities encourage students to apply
language appropriately within various social contexts. Both types rely on verbal and
non-verbal communication, with gestures, eye contact, and body language adding layers
of meaning. Decree 38 emphasizes the integration of these forms, highlighting social
rules and intercultural competence.
This naturally leads us to examine the specific roles of verbal and non-verbal
communication.
Types of Communication: Verbal and Non-verbal
Verbal Communication
Verbal communication uses sound to transmit words, which listeners interpret for
meaning. In the classroom, teachers adapt their speech patterns, including stress,
rhythm, and intonation, to ensure clarity. Students learn to distinguish between passive
hearing and active listening, while teacher-student interactions, guided by Goffman’s
conversational models and Grice’s Cooperative Principles, create supportive
environments that emphasize relevance, truthfulness, balance, and clarity. Verbal
strategies, such as overgeneralization, language switching, and avoidance techniques,
help students bridge language gaps and build fluency.
Non-verbal Communication
Non-verbal communication complements verbal interactions and is crucial for language
acquisition. It includes body language, such as facial expressions, gestures, and posture,
which convey context and emotion. Paralanguage, involving tone, pitch, and volume,
adds subtle meaning to spoken words. Proxemics, the physical space between
individuals, varies culturally and provides relational context. Classroom artifacts and
surroundings, such as desk arrangements and lighting, also influence engagement and
comfort. These elements pave the way to understanding extralinguistic strategies that
integrate verbal and non-verbal communication effectively in teaching.
Extralinguistic Strategies: Non-verbal Reactions to Messages
Students often respond non-verbally to classroom instructions, such as following a
command to open a door without verbal acknowledgment. This practical response aligns
with the inclusive, multisensory teaching principles highlighted in Organic Law 3/2020
(LOMLOE).
Some key activities integrate verbal and non-verbal strategies effectively. For instance,
action songs like “Head, Shoulders, Knees, and Toes” combine language with
movements, while drawing instructions encourage students to create visual
representations of verbal prompts.
Total Physical Response (TPR) involves students physically responding to commands,
reinforcing comprehension before v erbal expression. Activities like lip-reading or
miming transition from non-verbal to verbal communication by challenging students to
interpret visual cues and respond. Combined activities, such as role-playing and
dramatizations, merge body language with verbal expression, fostering authentic
communication.
These practices underscore the significance of classroom layout and environment.
Classroom Layout and Environment
The physical setup of a classroom greatly influences communication dynamics. For
example, arranging desks in a circle fosters eye contact and participation, enhancing
both teacher-student and peer interactions. Research shows that spatial configurations
impact relationships in the classroom, creating a more inclusive and comfortable
atmosphere.
With these considerations in mind, we can now summarize the importance of
integrating verbal and non-verbal communication in language education.
Conclusion
In language education, verbal and non-verbal communication work together to form a
holistic teaching approach. Activities such as Total Physical Response and role-play
immerse students in meaningful communication, enhancing their confidence and
competence.
By combining these strategies, teachers create an environment where students develop
the language skills needed to navigate foreign languages effectively while fostering
cultural awareness. This integrated approach ensures that learners are well-equipped to
communicate in real-world contexts.
