Building Bridges with Words: Teacher–Student Talk Dynamics in Young Learners’ English Classrooms

Jeihn N. C.  Budiman; Nindy N. Ganap

doi:10.53682/jeltec.v4i1.7472

Authors

Jeihn N. C. Budiman Politeknik Pelayaran Sulawesi Utara
Nindy N. Ganap Politeknik Pelayaran Sulawesi Utara

DOI:

https://doi.org/10.53682/jeltec.v4i1.7472

Keywords:

Classroom Interaction; Teacher Talk; Student Engagement; Young Learners

Abstract

Understanding effective teaching strategies alongside student needs plays a crucial role in selecting materials that align with students’ preferred learning styles. When teaching English to young learners, age is a significant factor, as early childhood is considered a critical period for language acquisition. During this golden age, the collaborative efforts of parents and teachers can enhance students' cognitive development, leading to better learning outcomes. This study utilized a literature review method, drawing from various previous research studies. The analysis followed several steps, starting from identifying the problem to interpreting the data. Classroom interaction emerged as a key component of the learning process, where both teachers and students are expected to actively participate. The findings reveal a noticeable imbalance between teacher talk and student talk, as supported by prior research. This imbalance highlights an important issue that educators need to address to foster a more engaging and participatory learning environment for students.

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