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Raising A Novice Teacher's Body Language Through The Rassias Method

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BENEMÉRITA UNIVERSIDAD AUTÓNOMA

DE PUEBLA

“RAISING A NOVICE TEACHER’S BODY LANGUAGE

THROUGH THE RASSIAS METHOD”

A THESIS SUBMITTED TO

THE FACULTY OF LANGUAGES

FOR THE DEGREE OF

LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

BY:

ANA BACILIA MÁRQUEZ ESCAMILLA

THESIS DIRECTOR:

M.A. MARISOL GUZMÁN COVA

PUEBLA, PUE. SEPTEMBER 2016


“RAISING A NOVICE TEACHER’S BODY LANGUAGE

THROUGH THE RASSIAS METHOD”

This Thesis has been read by the members of the thesis committee of

Ana Bacilia Márquez Escamilla

And is worthy of approval in partial fulfilment of the requirement of the degree of

LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

Thesis Director

M.A. Marisol Guzmán Cova

Committee Member Committee Member

M.A. María Teresa Fátima Encinas M.A. Leonor Juárez García


Prudencio

BENEMÉRITA UNIVERSIDAD AUTÓNOMA DE PUEBLA

PUEBLA, PUE. SEPTEMBER 2016


I am thankful for their aspiring guidance, invaluably constructive criticism and advices
during the research process.

I would like to express my deepest gratitude to my thesis supervisor M.A. Marisol


Guzmán Cova for providing me her support, patient, time, advice, motivation and her
willingness to provide the tools and materials to carry out this research.

I express my sincere gratitude to one of the greatest teachers I ever meet M.A. Leonor
Juárez García. It was a pleasure having classes with her. Her experience, her
dedication, her support on classes and the feedback she provided; made me to think
and decided that she should be one of my thesis readers.

An especial thank to M.A. María Teresa Fátima Encinas I will always be thankful with
her to accept to read this work. I am grateful with her to dedicated time, patient and
guidance on this research. Thank you for all your comments and all the experience you
have to enrich this project.
I have fought a good fight, I have finished my course, I have kept the faith (2 Timothy
4:7) My entire dedication and gratitude is for my Lord, trust on Him let me go further
than I could imagined. Since the beginning, I put on his hands this research and I see
that He is always by my side. He rewarded me, I truly confess.

Family is an important part of my life and I dedicate this research to every single of you.
The effort I made was because of them. I want to make them feel pride of me. Mommy,
all of this is for you, thanks for your support and love. Also, I want to thank to the
craziest brothers and sisters I have, you four made me to work with effort to
demonstrate you I could done things here. Thank you for all chatos! Another support
that I had was from you my love, this is dedicated for you, too. Thanks for all your words
and motivation to courage me.

Finally, also dedicated to my lovely friends. Especially to Julier, Charito, Raquel and
Analí. There were witness how I went through this journey. Always asking for my work
that made them be part of this. I will be always grateful with you.
Table of Content

Chapter I: Introduction 1
1.1 Introduction 1
1.2 Justification 4
1.3 Research Questions 4
1.4 Significance of the Study 5
1.5 Definitions of Key Terms 5
Chapter II: Literature Review 7
2.1 Learning and Teaching Theories 7
2.1.1 Primary Teaching 7
2.1.1.1 Cognitive and Affective Principles 8
2.1.2 Humanism 10
2.1.3 Constructivism 12
2.1.4 Social Constructivism 14
2.1.5 Communicative Competence 15
2.2. Body Language 16
2.2.1 Concepts and Implications of Body Language 17
2.2.1.1 Body Parts Functions 18
2.2.1.2 Problems of Body Language 19
2.2.2 Benefits of Body Language 20
2.2.3 Body Language on Teaching 21
2.3 Teaching Methodology 22
2.3.1 Traditional Method 22
2.3.2 Grammar –Translation Method 23
2.3.3 Audio – Lingual Method 24
2.3.4 Dynamic Method 27
Chapter III: Methodology 31
3.1 Participants 31
3.2 Method 32
3.3 Instruments 32
3.3.1 Rubric 32
3.3.2 Journal 33
3.3.2 Audio Recording 33
3.4 Procedures 34
Chapter IV: Results 35
4.1 Class I – Traditional Method 36
4.2 Class II – Traditional Method 39
4.3 Class III – Rassias Method 44
4.4 Class IV – Rassias Method 47
Chapter V: Conclusion 52
5.1 Conclusions 52
5.2 Implications 54
5.3 Limitations of the Study 55
5.4 Directions for Further Research 55
References 57
APPENDIX A 64
APPENDIX B 65
APPENDIX C 69
CHAPTER I: INTRODUCTION

1. Introduction

Teaching English as a second language encompasses aspects that may help to

maximize students’ engagement and their potential to learn. In order to meet students’

needs it may be necessary to incorporate considerations such as techniques, lesson

organization, supporting materials and classroom management. But what the language

teacher transmits with his /her body is fundamental; especially when students are

indeed profoundly affected by what they see, hear and feel (Brown, 1994). Thus, it is

important to consider nonverbal communication when teaching a second language.

Body language is a fundamental skill for teachers because it plays an important role in a

second language communicative competence (Gregersen, 2007). The use of body

language transmits a message that is absolutely necessary in a classroom. To

communicate a complete message, it is necessary to incorporate body movements and

expressions. Teacher and students have to live the essences of the class; the key is the

stage presence (Rassias, 2000) which is not difficult to explain, teacher and students

should feel the class as physically and emotionally as possible because as Rassias said

“language is reality, and reality means engagement” (2000). Teacher’s body language in

a classroom is crucial to engage students to learn a second language. Body language

helps teachers to make a closer connection with students.

When a novice teacher is not aware about the importance of body language

during teaching or body language, there is no supporting communication, it might cause

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problems of interaction that may affect students’ learning. Inappropriate communication

is a common problem among pre-service students.

During my practicum as a novice English Language Teacher, I faced non-verbal

communication problems. The problem was detected through the observations from the

practicum courses that are part of the curricula of the Facultad de Lenguas from the

Benemérita Universidad Autónoma de Puebla. As a novice teacher, I did some

inappropriate body movements during the practicum, for example my teaching style was

static; just stood in front of the classroom without any closer contact with my students.

Novice teachers are not generally told how to work with their body language before they

face a classroom full of students to teach English as a second language. Pre-service

teachers’ unsuitable body language on is a problem that affects the teaching practices

and students’ learning.

This research explores a way to improve body language in teaching English as a

second language with young learners. Body language as part of a teaching style is the

main subject to investigate. So, the participants of this research were a novice teacher

and students from the 5th grade of a public elementary school, where the pre-service

teacher was developing her professional practices. The research was divided into two

stages. During the first stage, the novice teacher taught with traditional methods and

then the implementation came on the second stage; teaching with the Rassias

Method. Action Research is the methodology of this investigation to illustrate and

describe the changes before and after the non-verbal communication problems in

teaching (Creswell, 2005). The Rassias Method was chosen because it sees body

language as a vital part of teaching. The method recommends the use of body

2
movements through drama techniques. As the Rassias Method includes drama, the use

of appropriate body language may improve non-verbal communication problems of a

novice teacher. The Rassias Method goes with the hand of a closer and human

interaction where body language plays an important role. The Method helps to connect

teacher and students’ lives to the class (Beall, 2000). Drama helps teacher’s body

language to transmit students the purpose of the class and students’ engagement to

learning. (Dartmouth College Rassias Center, 2011.) “We should not only research on

how to teach well, but also should research on how the students can learn well” (Jingna,

2012 p. 34). As Humanism is an integral component of the Rassias Method, it allows

learners to become independent, learn with freedom and improve their engagement to

learn.

It is important to mention that the Rassias Method has had successful results in

previous research and it has been demonstrated that the teaching – learning process

has improved with the application of this dynamic Method. In 2011, a novice teacher

applied this Method with young learners in a kinder garden (Guzmán & Méndez, 2011).

The novice teacher compared different teaching Methods with the Rassias Method.

Results, were found to be positive. The class was dynamic; young children were more

confident and they constructed their own knowledge using the Method (Guzmán &

Méndez, 2011). In 2013, another research was developed; oral production was

improved by using the Rassias Method with young adults between 15 to 30 years old

(Guzmán & López, 2013). The novice teachers detected a problem in oral production

with their students. Students were afraid to talk in English, as described by the

researcher. The novice teachers implemented the Rassias Method with the objective to

promote students oral production, and the results were positive. The Rassias techniques
3
were accepted by the students. The most important results were that students started

talking spontaneously. The Rassias Method has had great results on both studies

because of its dynamic techniques to engage students in their learning (Beall, 2000).

1.2 Justification

The aim of this research is to illustrate the form the Rassias Method may improve

a novice teacher´s body language while teaching in a children’s class from a public

elementary school. The study focuses on the Method’s techniques to engage students

to learn their second language, in this case, English. Body language is a key to open

doors and develop other skills (Maley & Duff, 1982). The implementation of the Rassias

Method on the teaching methodology gives an appropriate management of non-verbal

communication when teaching English as a result. Teacher’s body language

communicates complete messages.

1.3 Research Questions

The following questions are addressed for this research.

a) What are the effects on body language when a teacher applies the Rassias

Method with young learners?

b) What are the effects of the Rassias Method on the process of teaching – learning

English?

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1.4 Significance of the Study

Teaching a second language involves non-verbal communication as expressions

and interactions to transmit a complete message (Segal, Smith, Boose & Jaffe, 2014).

Body Language does not only include movements; motivation and communication are

also important. Ros & Alins (2010) explained that teachers who express themselves

have the ability to organize, lead, and transmit motivation and illusions to students of all

types of levels. When a teacher transmits confidence, motivation, interaction and

enjoying the class with students increase the teaching-learning process in a natural way.

1.5 Definition of Key Terms

Drama: It is a performance where the teacher is in the shoes of a character (Rassias,

2006).

Body Language: A set of gestures, postures, and facial expressions by which a person

manifests various physical, mental, or emotional states and communicates nonverbally

with others (Gregersen, 2007).

Entertainment: For this area is too keep students attention and engage them to learn

(Rassias, 2006).

Kinesis: The word kinesics comes from the Greek kinesis “movement” is the study of

body movements which includes gestures and mimics that are used to communicate

(Guiraud, 1980).

Leverage: It is a strategy use in the classroom to improve body language (Linsin, 2009).

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Nonverbal communication: It works as interplay for body language and

communication (Gregersen, 2007).

Affective: according to the oxford dictionary “The personal feelings, attitudes, or values

of an author or speaker inferred from their words and/or nonverbal behavior.” (Krashen,

1995, p. 31)

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CHAPTER II: LITERATURE REVIEW

2.1 Teaching and Learning Theories

This research is an intervention in the teaching process, specifically on the

teaching style. Hence, it is necessary to identify the needed theories of this research

and describe how cognitive and affective factors affects children’s learning process.

Also, the physical environment it part of this process. Teaching theories are related on

the NEPBE characteristics and the approaches related how teaching tread students as

individuals for their good learning.

2.1.1 Primary School Teaching

Teaching young learners in a primary school in transition to become teenagers

require a particular treatment. Teachers play an important role on being conscious of the

benefits and limitations of working with children of this age to achieve an effective

learning. According to the National English Program in Basic Education (2011) young

learners that belong to the third cycle must develop specific competencies, through

interaction with particular social practices to produce language. In general, students

from the third cycle are expected to participate in transactions using verbal and

nonverbal communication, recognize similarities and differences between their mother

tongue and second language use strategies to make presentations, express opinions

and provide descriptions. It is relevant to integrate other aspects to complement young

7
learners’ learning. The programs of teaching English in primary school include aims and

objectives as the following. “Develop children’s basic communication abilities in English,

encourage enjoyment and motivation, promote learning about other cultures, develop

children’s cognitive skills, develop children’s metalinguistic awareness and encourage

learning to learn” (Pinter, 2006, p. 38). The NEPBE includes those aims and objectives

that are important to take into account to develop this research.

House (1997) mentioned an effective communication is essential in a primary

classroom to have a closer interaction to students. So, this communication needs to be

realistic by making the use of students’ physical movements as facial expressions, use

of hands and gestures. House (1997) mentioned that children need encouragement and

motivation through humanism treating them as individual learners. The last factor the

author remarked is to take advantage of this age because all situations of meaningful

learning are ways to experiencing real situations. Brown (1994) described children

learning may be through authentic language. To make this authenticity, it is necessary to

be aware of the here and now. Also, the sensory and affective factors are crucial

because young learners attend to be sensitive to use their senses to have meaningful

learning.

2.1.1 Cognitive and Affective Principles

The system of second language learning is a cognitive process that a language

teacher needs to understand. Then, the language teacher has to know who the learners

are. This research is going to specify and explain the cognitive and affective principles

8
on children’s second language learning because they are an essential part of this

research purpose.

First of all, it is necessary to distinguish the stage where the children from this

study belong. According to Piaget’s theory of cognitive development (Carretero, 2011)

children from ten to eleven years old are part of the third period named the period of the

concrete operations. Piaget’s hypothesis evolves a cognitive system of organizing.

Children dominate classification and other similarities.

Philp, Oliver & Mackey (2008) suggest a way of recognition of second language

acquisition in young learners to identify how language acquisition involves cognitive,

social and physical engagement. Children acquire a language by all the factors

previously mentioned. The cognitive development works on the here and now as Piaget

postulated, where the acquisition has to be symbolic and meaningful for children. The

social development works with interaction, children have to interact with what surrounds

them to presence the here and now. The physical engagement is to explore students’

body movements. Young learners use their sense of touch and manual exploration as

part of the concrete operations.

There is another principle of the learning process. The affective domain is part of

the learning process of children. The word affectivity in a classroom is crucial between

the relation of the teacher and students. The affective definition according to the oxford

dictionary “The personal feelings, attitudes, or values of an author or speaker infer from

their words and/or nonverbal behavior.” When teacher demonstrates affect to students,

learning occurs. Brown describes “The affective domain is the emotional side of human

behavior, and it may be juxtaposed to the cognitive side” (2007, p.153).

9
According to Krashen’s hypothesis of the affective filter (Van Patten & Williams,

2007) the hypothesis is related on the aspect of education. It describes that it is

important to create an environment and engage students to learning and produce the

language. Learners need to be able to feel they can express themselves even if they are

not correct.

The affective filter hypothesis creates an atmosphere of positive environment.

The teacher is the one who has to create such atmosphere; taking into account the

affective filter influenced by variables as emotional, attitudes, expressions and all that a

teacher can convey with nonverbal communication. Krashen (1995) hypothesized the

affective filter as different factors integrated. Those factors are motivation, self-

confidence and anxiety. The language teacher has to include the input affective filter to

make students acquire a language.

2.1.2 Humanism

The British Council (2005) explains there are two sides in humanism: the

humanistic teacher and students’ behavior. Teacher should be aware that students are

individual learners (cited Piaget, 1970). Also that teacher should combine his own

experience with different teaching methodologies to make students produce the

language. Zho defined in her own words the humanistic approach as "it is the only

learning theory that emphasizes the reciprocal relationship between learning and the

learner and the reciprocal relationship between individual actualization and social

transformation that make learning a unique human experience" (cited in Carter, 2015).

10
Carl Rogers and Abraham Maslow are considered the pioneers of humanism

according to Brady-Amoon (2011). On one hand, Rogers’ theory explained people

should be connected with environmental conditions to create a reaction of their own

sense of themselves by the counselor's genuineness, empathy understanding, and

unconditional positive regard (cited in Brady-Amoon, 2011). On the other hand,

Maslow’s theory included a different perspective of people in this case students are

individual with own needs; “These needs range from basic physiological survival needs

to safety, love and belonging, esteem needs, and finally to the need for self-

actualization” (cited in Brady-Amoon, 2011, p. 136). “Self-actualization is people’s

instinct need and it is the most important inner motility, even the power to promote the

society” (Jingna, 2012 p. 33).

Applying Humanism in second language teaching is focused on making students

learn in a simple way treating them as individual learners according to their needs

(Carter, 2015). Cognitive and affective processes on learning must be together; teacher

should support learners to feel confidence while learning a second language. It is

essential to take into account what Brown (2007) mentioned increase self-esteem is to

make students belief in their capabilities to perform the different skills in the classroom.

In other words, significant learning is to make students remember situations, words,

sounds or even senses and make them relate automatically those factors to the life

outside school.

In addition, the role of the teacher is to provide all the necessary elements to

satisfy students’ needs. The idea is to encourage learners to become independent and

volunteers by respecting students to make them feel confidence (Jingna, 2012). As

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humanistic language teaching approach says; teachers must see the learner as a whole

person who has physical, emotional, social and cognitive features. Thus, the language

teacher should take into account the five emphases Stevick mentioned: First: feelings,

where emotions and esthetic appreciation have to be included. Second: social relations

means, friendship and cooperation. Third: responsibility. Fourth: intellect that includes

knowledge and reasoning. Fifth: self-actualization by covering the needs of learners

(cited in Mehrgan, 2012).

2.1.3 Constructivism

According to Kretchmar (2015) the word constructivism derives from construction

that refers to knowledge, which is constructed by individuals through experiences. As

von Glasersfeld (1989) postulated cognition is involved in constructivism “knowledge is

not passively received but actively built up by the cognizing subject; the function of

cognition is adaptive and serves the organization of the experiential world, not the

discovery of ontological reality” (p.144). According to Kretchmar (2015) the principal

pioneer of constructivism is Jean Piaget; who provided the cognitive constructivism that

means how knowledge is build up from a starting point. This starting point is the

interaction with environment. von Glasersfeld (1982) interpreted one of Piaget’s

contributions. This contribution analyzed knowledge that cannot be transferred. So,

every individual built it up for himself. Also von Glasersfeld mentioned how Piaget

explained the relation knowledge and environment:

12
On the level of cognition, that interpretation inevitably confirms the

notion that interaction provides the intelligent organism with

“knowledge” and that this “knowledge”, through further interaction,

becomes better in that it comes to reflect the environment more

accurately. Thus there seems to be no difficulty in maintaining the

traditional conception of “knowledge” as a more or less adequate

representation of the environment (von Glasersfeld, 1982, p. 2)

von Glasersfeld (1982) explained Piaget’s two contributions; action scheme and

the other are assimilation and accommodation. Hence, action scheme refers to stimulus-

response mechanisms; that each of them reacts in different manners depending on the

situation. Assimilation and accommodation refer to how new elements are integrated on

the schemes; it does not mean that learners had a modification; they just receive new

information.

In addition, constructivism in education helps students build up their own

knowledge. There are not several rules that a teacher should do but provide a

framework that can be applied to students (Kretchmar, 2015). Therefore students cannot

only receive knowledge by linguistic communication, but language is more like a tool to

guide learners' construction (von Glasersfeld 1989). It is not necessary to give plenty of

explanations and elaboration of the information provided, which would only cause

perturbations. As Prouix explained "constructivism is not saying that teachers should not

explain, it only renders problematic the assumption that by 'telling' or explaining the

learners will automatically understand" (cited in Kretchmar, 2015). It does not

13
necessarily implies that students will learn without guidance, because they are not

always correct.

2.1.4 Social Constructivism

Lev Vygotsky, the pioneer of Social Constructivism, centered the role of culture,

language and social interaction in the construction of knowledge. “Social constructivism

is a highly effective method of teaching that all students can benefit from, since

collaboration and social interaction are incorporated.” (Powell & Kalina, 2009, p. 3)

according to Vygotsky, “all learning happens with social interactions with others” (Pinter,

2006, p.12). This means that social environment plays an important role because

learning occurs with conversation and interaction with others. Vygotsky totally believed

that social interaction was crucial part to learn.

All Vygotsky’s theories are involved in social constructivism. This means, his

theories are based on social interactions; including Zone of Proximal Development

(ZPD) and the use of scaffolding. According to Dixon-Krauss (1996) Vygotsky’s

perspective on a child’s learning might not be by its own. Vygotsky called ZPD to the

guidance that a child has during the learning process. Bodrova & Leong (2007) defined

ZPD a way to conceptualize the interaction between learning and development. Bodrova

& Leong explained the reason why Vygotsky used the word zone “conceived

development not as a point on a scale, but as a distance between the actual level as

determined by independent problem solving… under adult guidance or in collaboration

with more capable peers” (Vygotsky cited in Bodrova & Leong, 2007). Powell & Kalina

14
(2009) explained that this theory students act first on what they can do by their own and

then with assistance. This carry out to learn new concepts on what they can do without

the assistant

The term of scaffolding is a support of the ZPD process (Powell & Kalina, 2009)

to go to the next step of learning. According to Vygotsky (Mooney, 2000) scaffolding

means the child receives support to reach new concepts or skills. That support may

come from adults or other children that have developed superior skills. To scaffold

children, teachers have to observe and figure out the students’ learning process. In

order to provide the necessary support from teachers that must scaffold to help students

able to go to the next step of their learning (Dixon-Krauss, 1996). The benefit is that the

child will be aware of his capabilities and will achieve goals.

2.1.5 Communicative Competence

According to Vance (2015) communicative competence is a theory with four

components: grammatical competence, discourse competence, sociolinguistic

competence, and strategic competence. Grammatical competence includes linguistic

forms as rules, sentences formation, vocabulary, and phonetic and phonology. Socio

linguistic competence consists on how learners produce and comprehend the language

in specific context. Discourse competence is the ability to change the grammatical forms

or meanings, for example, change the context written on first person to third person.

Finally, strategic competence refers to cover the need when students do not know or

15
lack of linguistic knowledge. All the components are essential to communicate on a

second language because supply students’ needs in order to use the language.

Communication must be in real social context to make it meaningful. Combining

social interaction and language acquisition (Hudson, 1996). To develop this competence

it is necessary to include the knowledge of the language functions, such as grammar

and context. Learners must understand the language to produce it and being

communicatively competent. Students’ learning process follow its natural course through

combining with their social context it is the goal of this competence (Hudson, 1996).

Furthermore, this competence has a teaching methodology that emerges from the

idea to communicate. As Communicative Approach, its purpose is to make students

communicate in a real and meaningful context to develop their natural process of

language acquisition (British Council, 2006). Larsen-Freeman (1986) mentioned the goal

of this method is to make students being communicatively competent through providing

them linguistic forms and meanings. The role of the teacher is to be a facilitator; the

person who promotes communication, and monitors students’ performance. Students’

role is negotiation meaning. Vance defines negotiation meaning as “The process that

individuals go through when they must use language with others to construct an

understanding of the language” (2015).

2.2 Body Language

Body language plays an important role on the teaching process; teachers

incorporate this essential element into their language classroom Rassias (2006)

16
mentioned to keep learners attention and engaged them in their language learning it is

necessary to incorporate body language as an aid inside the classroom to give learners

a meaningful learning and a better interpretation of teachers’ activities. Teacher

communicates much information nonverbally as Brown (2000) explained. It is important

to remark how the message is transmitted, because students’ attention is drawn to

nonverbal communication.

2.2.1 Concepts and Implications of Body Language

This research includes the definition of kinesics. This term is relate to understand

the meaning of body language. According to Guiraud (1980) the word kinesics comes

from the Greek kinesis “movement”. It is the study of body movements, which includes

gestures and mimics that are used to communicate. In other words, kinesics has a

connection with body language because body language includes facial expressions, and

gaze behavior, that are used to transmit a message (Gregersen, 2007, p.52). Body

language on teachers helps them to support their classes and convey a message to

learners that promote an engagement to learn.

The definition of body language according to Enguinados (2012) is that body

language does not have a principal definition because it appears in different areas such

as dance, physics and education, theater or drama. This last area is our base to involve

body language and teaching a foreign language using drama. This research adopts

pedagogy and drama. Both have a connection that is necessary to teach a second

language. Body language is the expressions of thoughts that are transmitted to

17
communicate a significant meaning to others. Other authors mentioned the same idea or

definition; body language is used to transmit a message. The idea is totally appropriate

for a language teacher when he/she has to be in front of a classroom. Teachers

communicate knowledge of a variety of topics. The message cannot be conveyed alone,

it has to be attached with body language to have a better understanding. Learners will

remember more if they hear and see what the teacher is communicating in the class.

In addition, body language creates an atmosphere of communication inside the

classroom, between the language teacher and learners; teacher communicates a

message using body language and students receive the information provided. Body

language also implicates nonverbal communication because it improves and opens on

their expressions. Most of the authors related both topics body language and nonverbal

communication. Gregersen (2007) introduced on his article the role of nonverbal

communication and body language. He considers the interplay between both terms

because they are part of a process, the process of communication.

2.2.1.1 Body Parts Functions

The body parts are essential because they are part of body language. The

physical movements have a specific purpose; which is to encourage learners to have

responses in their language learning and for teachers is to amplify communication

(Tauber & Mester, 2007).

Tauber & Mester (2007) mentioned that facial expression exemplifies good

communication. The face communicates a message between teachers and learners.

“As teachers, we would do well to sensitize ourselves to our own expressions. So, our

18
faces can be assisting the teaching process, not hindering it” (p.37). The idea to

integrate facial expression to body language is essential because one cannot be without

the other; both have to be together to accomplish a teaching process and transmit the

message.

Eye contact or gaze behavior is another element of body language. Tauber and

Mester (2007) in their work remark the use this body part in the classroom to have

connection with learners. The authors said “eye contact provides encouragement to our

students, maintain their attention, show interest and concern, signal to the students, and

portray our own confidence” (p.38). Gregersen (2007) collects data from other authors

about gaze behavior and concluded that “eye behavior and facial expression work

together with words to create a meaning” (p.61). Body language on teachers and words

are used to create a meaningful class where a message is transmitted to have a good

result on the learning process.

Use of hands is an element that compounds body language; having folded arms

are communicating a negative or inappropriate message in the classroom (Hicks, 2012).

Teacher’s hands to have wide space and demonstrate they can go beyond and have the

confidence that teachers control all that area and students can be part of that place.

2.2.1.2 Problems of Body Language

One of the problems why teachers do not use body language is because of the

forbidden territory as Maley & Duff (1982) mentioned in their work; it is a problem that

still happens on teaching, especially on novice teachers. The forbidden territory is

created when there is lack of contact. Teachers do not go beyond and do not have any

19
contact. If a language teacher starts to overcome this imaginary barrier, there will be

effects on students’ learning. As a result there will not be any type of communication.

Another problem that is caused when teachers do not use body language

properly is what Hicks (2012) mentions “Body language can give a teacher leverage in

the classroom or may send signals that the teacher is weak and has no control.” Lose

the control of learners in classroom is the worst thing that can happen to teachers. The

use of body language is a synonym of control because learners will focus their attention

on the teacher. Hicks explains about the closed body signals or movements for example

teacher with folded arms or sitting behind a desk are problems that do not demonstrate

signals of body language and it causes problems because teachers are close to explore

their body and do not demonstrate entertainment and totally lose the focus of learners.

The problems that affect body language, impact on the teachers’ class and students’

learning.

2.2.2 Benefits of Body Language

The benefit on teachers when they use body language is a highly effective tool in

a classroom. One of the benefits when teachers use body language properly is to keep

learners attentive (Hicks, 2012). Classroom management is other benefit of the use of

proper body language. Linsin (2009) mentions how to manage trough body language.

To manage this kind of aspects that the teacher deals every class, they will find out that

body language is the solution to solve this aspect in the classroom. Linsin (2009) came

with the idea to integrate leverage in a classroom because it is a great influence with

learners; the leverage is teacher’s body language. The author also mentioned an

20
important fact that makes a teacher has a reflection about how they feel using body

language.

Benefits for body language involve teacher and learners because both discover

the good use of it. They not only have a good communication in the classroom where

they have to interchange messages; they create an engagement on learning and have a

good time in the classroom. Danby states that “gestures, movements, laughter, and

even silences are considered important features in understanding how the children

themselves make sense of their play” (2002, p. 2).

2.2.3 Body Language on Teaching

The importance of the use body language in a classroom is to contribute to

effective communication. Body language is non-verbal communication, which creates a

successful relationship between learners and the teacher (Segal et al, 2014).

Considering human interaction on teaching goes with the hand with non-verbal

communication. Teacher uses body movements as eye contact to interact with learners

closer.

Subsequently, body language becomes visual performance for learners. Body

language is an indispensable tool to reinforce the meaning of the classes. According to

Gregersen, (2007) specific activities include visual and auditory channels. Both stimulate

teachers’ creativity and produce their own activities. That includes body movements, as

facial expression, eye contact and a good posture in classroom. All these keep the

auditory to exchange communication and engage learning (Rassias, 2006).

21
Teachers’ body language creates channels of communication (Senegal et al,

2014). The key to have an effective class is to experiment and use the body to retain the

learners’ attention and have a human interaction. Body language has a huge influence

on communication and its use is essential in the classroom.

2.3 Teaching Methodology

Teaching methodology is a base inside a classroom where instruction is applied.

According to Nunan, (1991) methodology has the set of principles that guide activities

and skills inside of a class. The methodology used in the classroom includes the

activities and what achieves to obtain. The effectiveness of methodology incorporates

students’ interest on drama and games (Oller, 1993, p.120). The methodology

development inside the classroom as Curtain (1993) mentioned integrates not only the

class, has communication that is the main importance to obtain learning.

Harmer (2007) defines a method as “the practical realization of an approach” (p.

62). Teaching methodology brings the integration of activities, teacher and students’

roles, type of material. It includes specific techniques and procedures that must be

developed in the classroom.

2.3.1 Traditional Method

Nunan (1991) described the traditional language classroom “where learners

receive systematic instruction” (p.143) Teachers provide all the communication inside

22
the classroom maintain students passive during class. Teachers are the main authority

in the classroom as Nunan emphasized the systematic instruction, which has a

communication to make learners codify what the teacher says. Feedback consists on

repetition. The traditional method is a daily routine for every class. The teacher gives the

class and students take notes and have to make a reflection about the class, which

involves the systematic instruction.

2.3.2 Grammar –Translation Method

Grammar - Translation Method also known as the Classical Method. This

teaching methodology was used to teach classical languages, Latin and Greek. Then its

purpose changed. It was used to read and appreciate foreign literature at the beginning

of the 20th century. Grammar become familiar to learners as they could speak and write

better the target language (Larsen-Freeman & Anderson, 2011).

According to Larsen-Freeman & Anderson (2011) the purpose to use Grammar –

Translation is to help students read literature and write in a second language. Instead,

learners would learn grammar structures and new vocabulary. The principal skills to

develop are reading and writing, it means vocabulary and grammar are involved all the

time. Speaking and listening skills are in secondary place because the priority is to

comprehend the readings and linguistic structure.

The mainly applied technique on this teaching methodology is translation; it

consists on translate from one language to another, reading comprehension questions

and students answer what they have understood from the passage, find similarities or

23
opposites, recognize cognates, words that have similarities in both languages and words

that may look the same but have different meaning, transformation of sentences,

providing a different example from the model and memorize vocabulary, which is one of

the principal characteristic of this method.

Larsen-Freeman (1986) explained the role that the teacher and students have;

teacher is the main authority and students follow instructions. Where the interaction is

minimum, the only interaction is teacher to student. It is important to mention; when a

student commit an error, the teacher provides the correct answer. Feelings are not

involved. The teaching – learning process is to translate from the target language to the

native language and vice versa. The characteristics of this method are specific: read

literature especially with content of cultural aspects, translation, and the study of

grammar deductively. First, grammar rules are provided. Then, students memorize

them. Finally, learners have to apply the rules in different examples.

2.3.3 Audio – Lingual Method

The historical background of this method came as a new alternative of language

learning. Audio – lingual or Army Method was developed in United States during World

War II. At the beginning, it had a military purpose; the need to learn languages in a

faster way. Audio – lingual has disciplines based on other two methods: Grammar –

Translation and Direct method (Larsen-Freeman, 1986). After World War II, the United

States Army created a program to facilitate the language learning conditions needed on

those years. The army incorporated a program with specialized language training, which

24
was introduced in American Universities in 1943. By the 50’s audio-lingual became a

standardized way to teach languages.

Larsen-Freeman & Anderson (2011) state the objective of this method; “the way

to acquire the sentences patterns of the target language was through conditional –

helping learners to respond correctly to stimuli through shaping and reinforcement” (p.

35). Another objective according to Richards & Rogers (2001) this method is to accurate

pronunciation through repetitions to speak as a native speaker.

Richards & Rodgers (2001) explained the main activities of this approach; where

situations are illustrated and structured related to cultural aspects of the target language.

Repetition and memorization are the principal characteristics of this method. Primordially

focus on pronunciation, stress, rhythm and intonation. Dialogue forms are presented

with repetitions. Patters are presented into structural dialogues and drills are presented

in five different ways: backward build-up substitution, chain, substitution, transformation

and question-and-answer (Larsen-Freeman & Anderson, 2011). Brown (2001) provided

more characteristics of the Army Method. One of them is memorization the dependence

to sets of short phrases and the limitation of vocabulary this Method provides. The

positive characteristic provided was the successful feedback, which is immediately

provided during and after the drills (Larsen-Freeman, 1986).

There are two important roles in this Method: learners and teacher (Richards &

Rodgers, 2001). Learners’ role is to listen to the teacher, produce correct responses,

imitate, and have responses to control tasks. Learners are imitators to the model

teacher provides to them, follow directions and respond as rapidly as they can (Larsen-

25
Freeman & Anderson, 2011). They are not encouraged to initiate a conversation,

caused to the structure of the dialogues or the situations.

The first Teacher’s role is to model the target language, then control the structure

of the dialogues, monitor learners’ speaking skills and correct students performing and

language production. Larsen-Freeman (1986) provided a comparison the teacher as an

orchestra leader for the same responsibility both have; conducting, guiding and

controlling.

Audio-lingual seems as control verbal interaction, because it follows a particular

structure. Larsen-Freeman (1986) provides principles of the audio- lingual method.

Some of those principles are: students learn the language in order to communicate,

students should learn to respond, the learning should be the same as the native

language, and it is not necessary to teach rules directly.

Additionally, Abdel-Rahman (2009) states “Perhaps the most important feature of

the Audio-lingual Method is that of sequencing language skills: listening, speaking,

reading and writing.” (p. 42). As it was mentioned before, the first characteristic of the

learners’ roll is to focus learners on what they are hearing in the moment, then,

production of the language. After developing these two skills, the third skill to be

developed by this sequence is reading. Finally, writing became as a support of the oral

production. By last audio – lingual provides the natural sequence of language learning

through following a model to start with oral skills in order to communicate in particular

circumstances.

26
2.3.4 Dynamic Method

In the late 1960s, Dr. John Rassias, a language professor from Dartmouth

College had this idea to change language classes because he noticed that the

traditional methods were not enough to teach foreign languages. Wolkomir described

“his wild teaching style”… “His classroom style is unique” (cited in Oller, 1983, p.90).

His method involves teaching procedures and drama techniques to create an

atmosphere to express with freedom. Wolkomir tested his method at Dartmouth and

other schools and showed superior results than the traditional Methods had (cited in

Oller, 1983). This is how the Rassias Method started and being to be a method to teach

foreign languages. It started from a College and then spread out to other countries.

In the interview the Future of Language Instruction with Dr. Rassias, he

mentioned something about the importance of languages. He said “languages are able

to communicate, to understand other people, to be part of the human race, to be able to

talk to them, to be able to negotiate, to be able to learn from them…” (2013). This is how

he was aware of doing something to contribute on foreign classes. He knew that class is

not only to teach grammar or certain ability all what he mentioned is being done in the

Method he developed.

The purpose of the Method according to Dartmouth College Rassias Center is to

emphasize a class with comfort including teachers and students to make them feel free

to speak natural on a short period of time and engage them immediately. This happens

because the method associates pedagogy and drama developed by the Dr. John

Rassias (Guzmán & López, 2013.) The classes must follow specific series of teaching

procedures and dramatic techniques. “The method of language instruction places the

27
participant at center stage and seeks to replicate the relevant, life-like situations

encountered in the target language” (2011).

The Rassias Method makes empathy between the teacher and student (Guzmán

& Méndez, 2011.) The method techniques make teacher and students to act, narrate,

dramatize, and change the atmosphere of the class.

The benefits of the method are inductive that each one has to discover by their

own. One of the benefits will be presented on this research. Dr. Rassias mentioned,

students will be able to write, read and listen as well a foreign Languages (2011). The

benefits are for students that are going to be languages teachers to develop their body

language because emphasizes “The classroom techniques involved are rapid-paced,

theatrical, highly creative, imaginative, and necessitate great quantities of enthusiasm;

positive reinforcement is immediate” (Dartmouth College Rassias Center, 2011.) The

method uses skills that involve students’ body expressions. Dr. Rassias explained that

he believes on drama and he explained if someone’s movement is static literally he or

she is dead (Interview, John Rassias on Language and Learning, 2006). In other words,

movements absorb students’ attention. It refers to body language on teaching is

essential to have an alive class.

The purpose of the method is to work with dramatic techniques when foreign

language is taught. “Language is a ritual performance, where rhythm and music in

motion indeed induce people to remember. “ (Interview, John Rassias on Language and

Learning, 2006). In other words, the class becomes as a performance which different

parts of it, gives a result that engaged learners to the reinforcement of the language

learning. Maley & Duff (1982) mentioned “Drama helps us to keep people active all

the time by making the use of the dormant potential in the room” (p.12). What they tried
28
to say if drama is in the classroom, that room is highly useful, not only taking into

account the physic room. It means students and teachers will cover the entire space by

using drama activities and have a good reinforcement of the language learning. Drama

activities on the classroom make the teacher the edge for students and stay in the

center of the students’ attention (Maley & Duff, 1982).

First of all, the role of the teacher is to be emphatic to students at the time to

teach. (Interview, John Rassias on Language and Learning, 2006) Because empathy

creates a relationship between teachers and students, both have an aim. The aim is to

learn a foreign language with a Method that has a specific purpose. When the teacher

takes the role of a character in front of a classroom, students do not feel the frustration

of learning a language, they enjoy the class. The role of drama seems to be the role of

fun. Rassias made it clear; if you do not get the idea of expression, which has to be with

entertainment for students that is the key to keep their attention (2006). Entertainment

purpose on teaching is to students engage the language learning.

“Drama is motivation,” (Maley & Duff, 1982, p.13). Because it becomes part of

the students live into a classroom that makes the feel excited to learn more about a

foreign language.

The book “Methods that Work” mention what John Rassias said “acting is

not a zero-risk enterprise, but the fictionalizing of scenarios can reduce the

stakes a great deal and, as Stern points out, enable the students to build

“specific self-esteem and self-confidence” sufficient to enable them to

perform real tasks in the target language that they would, otherwise, never

have dared to attempt.” (John, p.70, cited by Stern 1993)

29
It means, if ELT’s use this Method, they are going to produce second language with

confidence because the Rassias Method techniques are proper to express themselves

using communicative language using body expressions (2011). Body language is

essential to achieve goals for this particular method because performance in a

classroom is not possible without expressions. Teachers have to take the risk to express

themselves in front of the classroom because is better for students can see how the

language is working in front of them.

30
CHAPTER III: METHODOLOGY

This chapter presents information about the research method, the participants,

the instruments and the procedure used for this research. Action Research

methodology was applied for the investigation purpose. The method involves a journal,

audio-recordings and rubrics to collect data.

3.1 Participants

The participants of this research were a pre-service teacher from the Facultad de

Lenguas from the Benemerita Universidad Autonoma de Puebla and twenty-nine

children, specifically sixteen boys and thirteen girls. The students were from 5th grade

between ten to eleven years old from the Public Elementary School “Jesús González

Ortega”. The elementary school was the place where the pre-service teacher realized

her Professional Practices as compulsory subject of the Facultad de Lenguas program.

The school does not have any English program but the school only required to

follow the National English Program in Basic Education (NEPBE) syllabus from the third

cycle according to the grade. It was required to follow the structure of the presentation,

practice and production (PPP) for the class organization. This group was selected for

the research purpose because it was convenient for the researcher. The classes were

four days per week, one hour per day. The permissions were provided by the teacher of

the group.

31
3.2 Method

The purpose of Action Research as Creswell (2005) explains to solve an

educational issue that a teacher or any other individual related to education have the

aim to implement or improve in a special situation by studying the issues. The

educational problem was detected on the teaching style of the novice teacher as a

consequence that affects teacher-students interaction and the learning process.

Adelman (1993) investigated in his article about the pioneer of Action Research; Kurt

Lewin. Lewin and his co-workers classified four types of action research. One of them is

diagnostic action research; that was applied on this investigation. Lewin describes

“Diagnostic action research designed to produce a needed plan of action. The change

agents would intervene in an already existing situation” (as cited Adelman, 1993.)

3.3 Instruments

The instruments were previously selected according to the classroom and school

conditions. The rubric was used to corroborate the use of body language of the novice

teacher during the class. An invited teacher applied the same rubric to corroborate the

categories needed for the research. The journal was written after each class to describe

the activities occurred in the classroom and the novice teacher reflections. Audio

recordings were taped to analyze the class procedure.

3.3.1 Rubric

32
Rubrics were used to help the researcher evaluate her body language and how

students were engaged with learning and how students were involved in the class

sessions. Four rubrics were applied, one per each class observed. The Rubric was an

adaptation from the authors Tauber, R. T. & Sargent C.M. (2007). This rubric has seven

categories to evaluate the novice teacher’s body language. The rubric applied for this

research is found in Appendix A.

3.3.2 Journal

The journal was another instrument applied for this research, the use of the

journal was to register every single reaction among the participants; how students

reacted when teacher used body language through the Rassias Method. The journal

was primordial considered because it was part of the Professional Practices a

compulsory requirement to write the issues of the lessons. Four journals were applied,

one after each class observed. The journals were written by the novice teacher to

demonstrate the changes of her body language and how she felt before and after using

the Rassias Method.

3.3.3 Audio Recording

Audio recording was another important instrument for this research because it

was a good help for data collection. The instruments were useful to record the class

procedures; essential to distinguish the students’ reaction with the teacher’s body

language through the implementation of the Rassias Method in class. Two audio

33
recordings were applied. One of them was applied using the Traditional method. The

second audio recording was applied when the novice teacher changed her teaching

methodology. The audio recordings were applied to find the differences between both

methodologies and hear students’ reactions. Audio recordings are found on Appendix B

and Appendix C.

3.4 Procedures

The instruments were applied in the four sessions. The rubrics were completed in

every class. The journal was written after every session. During The first two classes,

the researcher, as novice teacher, used the traditional method on teaching English to

fifth grade students, to see pre-service and students’ reactions. Then, in the other two

classes the researcher integrated the Rassias Method to the classes to improve

teacher´s body language and the use of the rubric to see how students reacted with the

change of the teaching method. The thesis supervisor was invited to observe the

classes and apply a rubric to evaluate the body language performed by the pre-service

teacher. The rubric was applied once by the thesis supervisor. Two audio recordings

were applied, one of them on the second class observed during the traditional

methodology. The second audio recording was applied in the last class, the class when

the Rassias Method was applied.

34
CHAPTER IV: RESULTS

This chapter describes the obtained results during the applications of the

instruments in order to achieve the objectives of this research. This research presents

qualitative data because this methodology is Action Research. The purpose was to

identify the problem and make a diagnosis. After the diagnosis, the action appears;

which means the implementation of the plan. Observations were made to evaluate the

action and finally elaborate a reflection about the results of the evaluation – observation.

It is important to mention that the purpose of the class was to observe how the novice’s

teacher teaching style was influenced by the Rassias Method.

To analyze and interpret the data, a description of the class organization was

required to follow the class: starting the class with a warm up, then presentation,

practice and production (PPP). The classes had their own goal established on the third

cycle of the National English Program in Basic Education (PNIEB). Four journals were

necessary to evaluate the observations. Four rubrics were applied (Appendix A) to

evaluate teacher’s body language and two audio-recordings (Appendix C and D) to have

a physical evidence of the class and make an evaluation of both classes and Journals to

describe the novice teacher reaction with both teaching methodologies. Those

instruments were helpful to make a reflection of the plan in action. The rubrics were

represented in four graphics to illustrate the results obtained from the observation-

evaluation of each class. The data was collected at the end of each class to gather

information, except for class 2 which will be explained further in the section Class II.

35
4.1 Class I – Traditional Method

This was the first class observed teaching with the Traditional Method. The class

topic was “What do you like to do?” that was the last session with this topic. In the warm

up activity, teacher gave the first impression to students. Even though, the warm up was

a small activity took an important place because teacher started expressing herself

through the use of body language. The warm up of the class began with the hot potato

game.

The presentation for this class the teacher presented the topic of “what do you

like to do?” in a traditional manner. The teacher was in front of the classroom all the

time. She was writing the structure on the blackboard, which students should follow to

elaborate their own sentences about what students liked to do.

The practical part of the class was the development of the writing skill. The

teacher presented a table on the blackboard about the activities students liked to do.

The teacher explained to students how they had to fill the table; the teacher gave

examples on the blackboard and students followed the example.

During the production part of the class, students had to complete a physical

product, which was a worksheet. The teacher gave students the worksheet and then the

instructions. After the instructions, the teacher helped students who had questions.

The class’ organization helped to evaluate the teacher’s body language through

the warm up and the PPP because each step involved the presence and the attention of

the teacher. Then, the rubric was used for the evaluation-observation. To describe the

data from the first rubric was necessary to use a graphic to distinguish the level of each

category of the rubric.

36
Graphic 1. Represents the level of teacher’s body language in teaching for the

first class observed.

General communication is represented as 1 in the graphic. The teacher verbal’s

and non-verbal communication the table demonstrates on was developing because the

communication during the class failed when the teacher address to students. The

transmitted message on class was not clear and consisted.

37
Facial expressions are represented as 2 in the graphic. The teacher sometimes

transmitted confidence in this category. Her facial expressions did not completely

demonstrated a relation between what she was addressing and expressing and caused

confusion about how students had to engage with the class.

Eye contact is represented as 3 in the graphic. Teacher’s gaze and behavior was

developing because when she talked she sometimes made eye contact with some

students but totally lost students attention when she faced the blackboard for long

periods of time to write examples and could not see what happened behind her back.

Voice Intonation is represented as 4 in the graphic. As it is visible teacher’s voice

was inadequate when. Teacher’s voice was soft all the time that made it inappropriate

for the class because it was not clear and the students could not hear well, students

started making noise and the teacher could not increase her voice intonation and

students lost the teacher’s attention for some moments.

Body movement is represented as 5 in the graphic. Teacher’s movement were

clear even though she was only standing in front of the classroom but sometimes she

made use of them to complement her verbal communication, when it affected students’

attention about what the teacher was communicating.

Gestures are represented as 6 in the graphic. When the teacher was talking, her

gestures sometimes were present or sometimes were appropriate with the message she

gave to the class. The massage and her gestures had not a relation that caused

students confusion.

Interaction and students´ engagement are represented as 7 in the graphic. All the

previous mentioned categories affected the interaction between teacher and students.

The students’ engagement was impartial because only the students seating in front row
38
paid attention, they could hear and visualized the teacher well but those students

seating on the back lost the attention and the teacher could not interact with them. The

teacher stood in front of the class during all the class.

According to the journal of the first observed class, the teacher felt with low

confidence because was in front of the classroom all the time; since the beginning of the

class until the end. There is described in the journal that the novice teacher was in her

comfort zone. This situation made her to feel with low confidence while she was

teaching. Another factor was the low volume of her voice, which was not helping her.

Only students who were sitting in front of each road could clearly hear her. But those

students who were sitting on the back, lost all the attention and did other things or talked

among them, the teacher could not manage the group from her position. The rest of her

body language was just static, moving from left to right close to the blackboard. The only

interaction between the novice teacher and the students was a brief explanation from

her and they just follow instructions.

4.2 Class II – Traditional Method

This was the second class observed and taught with the Traditional Method. This

class was audio recorded. During the class, the thesis supervisor observed and filled the

rubric.

The class topic was “Locations.” Students had to follow directions and use

prepositions of place to realize locations on a map. The activity for the warm up began

with the hot potato game. The teacher reviewed the prepositions of place which includes

39
body language that help students visualized and identify them. After the review, teacher

and students started with the game that integrated the use of body language from

students.

The presentation of the topic consisted on observing and identifying the places of

a map from a worksheet. The teacher was in front of the classroom all the time. The

teacher and students described the locations of places at the same time using the

prepositions of place. The teacher also presented the directions using body language. It

was indispensable to demonstrate expressions; the context of the topic requested the

use of body movements.

In the practice part, the class students started to answer the first part of the

worksheet. The teacher explained how students had to answer this part of the

worksheet. After the instructions, the teacher permitted students to work by their own.

The teacher walked around the classroom to help students’ doubts.

The production of the class was to answer the second part of the worksheet. The

teacher gave instructions about how to answer this part. The indications were impartial

because half of the students paid attention to what the teacher had said the other half

did not pay attention.

The class organization helped to evaluate the teacher’s body language through

the warm up and the PPP. Each step involved the presence and the attention of the

teacher. The rubric was applied during the class by the thesis supervisor to make the

evaluation-observation. To describe the first rubric it was necessary to use a graphic to

distinguish the level of each category of the rubric.

40
Graphic 2. Represents the level of teacher’s body language in teaching for the

second class observed.

General communication is represented as 1 in the graphic. As the graphic shows

teacher verbal and non-verbal communication indicate developing because it failed

when she addressed to students; teacher made mistakes when she spoke in English.

The message that the teacher communicated was not the adequate or appropriate

because verbal communications sometimes did not transmit with the non-verbal

communication.

41
Facial expressions are represented as 2 in the graphic. Teacher’s facial

expression, as is visual on the graphic is developing. Teacher sometimes transmitted

confidence because teacher had mistaken during the session and she transmitted

insecurity to students when she spoke.

Eye contact is represented as 3 in the graphic. The eye contact increased as the

graphic shows. For this class, the teacher eye contact was proficient; the teacher usually

made gaze behavior to students.

Voice Intonation is represented as 4 in the graphic. As the graphic represents

teacher’s voice reached developing. The voice sometimes was appropriate. Teacher’s

voice level was low that made some students heard unclear.

Body movement is represented as 5 in the graphic. For the second class the body

movements increased and reached proficiency as it is shown on the table. The topic

requested the use of body movements on the presentation part of the class. It was a

factor that made the teacher presented body language even though she did not attract

at all students’ attention during the presentation part.

Gestures are represented as 6 in the graphic. The graphic shows the increased

teacher’s gesture from the first class. Now, as it is visible gestures reach proficiency

because teacher’s gestures were usually appropriate with the message.

Interaction and students´ engagement are represented as 7 in the graphic. The

graphic represents the same level of developing. Even though there was a difference on

body language, the teacher involved some students to the class. Teacher avoided

passive students and did not involve them in the class.

42
It was described in the second journal that the novice teacher continued with a

static style on her teaching. During the presentation and practice parts of the class, the

novice teacher remained just in front of the classroom with low body expressions, for

example, raising her hands to show directions, her facial expressions were unclear. The

voice intonation was very low all the time without intonation changes. The novice

teacher noticed that some students were paying attention. The rest of the class

remained passive and that made the teacher to feel unsecure about how she was

teaching. Then, she decided to walk among them to help how students were working

with the worksheet. She had a closer interaction with students but helping only two

students at the time, and the rest had distractions.

The audio recording analyzed the class procedure. First, the teacher started with

a short review of prepositions, as it noticed that students were repeating what the

teacher was saying. Then the hot potato game started, student followed directions about

the games and made some commands according to the topic. After the game, teacher

started with the presentation of the topic. The teacher presented and explained a small

map where students identify locations. Then, the novice teacher give short instructions

about what students were supposed to do. In the last activity, the teacher walked around

the classroom to help students to answer the worksheet. The students were speaking in

Spanish Most of the time. There were lots of vocabulary repetitions, there was not any

language production. Students were so depended, waiting for the teacher could provide

the answers. The teacher was lost on her teaching; she was trying to catch students’

attention at the same time without a positive result.

43
4.3 Class III – Rassias Method

This was the third class observed. The class was taught with the Rassias Method.

A rubric was applied after the class to gather information. The class topic was

“directions”, for time issues, the warm up activity was omitted.

For the presentation of the class, the teacher chose the ball game to make the

ludic beginning of the class. The teacher brought a ball to review of previous vocabulary.

The teacher moved around the classroom helping the students with the game and

control the activity.

The practice of the class was the first activity; teacher used the Animation of

dialogues to present the topic. The teacher wrote sentences that were part of a short

dialogue asking for directions on the blackboard. The teacher acted the sentences using

body language and integrated students’ participation to make them produce the

language. The activity involved teacher’s body movements because the activity requests

to move around the classroom and produce gestures and eye contact.

For the production part of the class, the teacher chose the Rassias technique,

commands, where students had to act the name of places from a city, then, students

had to simulate a city inside the classroom. The teacher guided the activity and gave

control all the time. This activity helped teachers and students use their body language

The class organization helped to evaluate the teacher’s body language through

the PPP because each step involved the presence and engaged students. The rubric

was applied after the class to make the evaluation-observation. To describe the first

44
rubric is was necessary to use a graphic to distinguish the level of each statement of the

rubric.

Graphic 3. Represents the level of teacher’s body language in teaching for the

third class observed.

General communication is represented as 1 in the graphic. As presented above,

the teacher verbal and non-verbal communication reached mastery because it was

consistent during the class and had intertwined the message and what the teacher

transmitted. The teacher attracted students’ attention with her communication.

45
Facial expressions are represented as 2 in the graphic. The teacher transmitted

confidence with her facial expression improved significantly. The Rassias activities were

a factor that helped the teacher to transmit positive and confidence expressions to

students.

Eye contact is represented as 3 in the graphic. Teacher made eye contact with

students during the class. The animation of dialogues helped the teacher increase her

body language to get the highest part of the rubric; there is a significant difference

between both Methods.

Voice Intonation is represented as 4 in the graphic. Voice intonation increased a

bit as it is visible on the graphic. The teacher’s voice was not a limitation to attract

students’ attention because the teacher made use of body language to support her soft

voice.

Body movement is represented as 5 in the graphic. The teacher’s movements

had also increased. The teacher’s body movements were clear with the message and

complemented what the teacher transmitted during the class.

Gestures are represented as 6 in the graphic; this category is appropriate with the

message during the class. The Method helped the teacher increase her gestures and

they were appropriate with the message; when she was interacting with students.

Interaction and students´ engagement are represented as 7 in the graphic. As it is

represented on the graphic the interaction between teacher and students, it made to

engage students and participate in class.

46
In the third journal, the teacher showed more confidence because the Rassias

techniques helped her to organize the activities for the class. Since the dynamic method

was part of the teaching methodology, the novice teacher had a concrete activity for the

warm up and a define activity to end the class with a significant learning; where students

could practice the language. All the activities chose for the class were totally ludic

according to students’ needs. The novice teacher felt capable to manage all the

techniques. She was playing with the students, which made her feel part of the class.

The animation of dialogues helped her to express without inhibitions, made her feel free

to walk around the classroom having a good interaction with students and a good eye

contact. In the journal was remarked that the novice teacher made students repeat to

produce the language and she felt delighted to see all students paying attention and

waiting their turn to produce the language. The teacher was helping them if a mistake

was made. Students noticed the new way of error corrections and that made students

feel confident to speak. The commands activity was an unexpected reaction from the

teacher and students. The essence of a living class was present. Finally, the teacher

was part of the class, she was on students’ shoes playing with them and students

started to produce the language by their own. The journal described that the novice

teacher had a meaningful experience that she will remember how empathy was part of

the class.

4.4 Class IV – Rassias Method

This was the four and last observation. The class was taught with the Rassias

Method, the rubric was applied after the class to gather information. The class topic was

47
“directions.” The warm up activity was tic tac toe to made a review of the topic. There

was students’ participation and engagement with the class.

For The presentation of the class, the teacher chose the animation of dialogues to

present the topic. Teacher wrote sentences on the blackboard. The activity helped the

teacher represented the sentences using body language and integrated students’

participation to make them produce the language. The activity involved teacher’s body

movements because the activity requests to move around the classroom and produce

gestures and body language.

In the practice part, the teacher continued using the animation of dialogues to

made oral practice. She made this decision because this was the last class with the

directions topic.

For the production part, the teacher chose to have oral production to make clear

the topic to students. For the last part of the class, the teacher used the ball game

activity where students had to follow the order of the dialogue. Students retained

information of the previous presented dialogue on the blackboard.

The class organization helped to evaluate the teacher’s body language through

the PPP because each step involved the presence and the attention of the teacher. The

rubric was applied after the class to make the evaluation-observation. To describe the

first rubric is necessary to use a graphic to distinguish the level of each statement of the

rubric.

48
Graphic 4. Represents the level of teacher’s body language in teaching for the fourth

class observed.

General communication is represented as 1 in the graphic. The graphic shows an

increase of the verbal and non-verbal communication of the teacher when she

addressed the students because she was consistence and clear with the message

during the class.

Facial expressions are represented as 2 in the graphic. The teacher’s facial

expression went straight up to mastery as is visual on the graphic. Teacher transmitted

confidence and expressions when she interacted with students during the class.
49
Eye contact is represented as 3 in the graphic. As it is visual on the graphic the

eye contact of the teacher increased using the Rassias Method because the activities

help to master the gaze behavior and take turns and see the students direct on the eyes

and showed authority.

Voice Intonation is represented as 4 in the graphic. The graphic represents the

voice intonation on the level of proficiency. The teacher’s voce level was not high

enough to be a mastery. Even though, teacher could not increase the voice intonation,

she chose to increase the body language to attracted students’ attention. The low voice

the teacher had did not affect students’ attention.

Body movement is represented as 5 in the graphic. The graphic represents the

level of the body movements of the teacher during the class, as it is notice that the

teacher had mastery on body movement, the activities of the Rassias Method are a

factor that made the teacher increased her body movements.

Gestures are represented as 6 in the graphic. Teacher’s gestures as is

represented on the graphic got mastery because the teacher during the class her

gestures were appropriate with the message that the teacher transmitted.

Interaction and students´ engagement are represented as 7 in the graphic. The

graphic represents that the interaction between the teacher and students increased. The

engagement and students participation during the class went straight up to mastery.

In the fourth journal, the novice teacher described how she felt with the new

methodology her attitude was more confident to teach. All the activities were planned

according to the class needs. Teacher could completely expressed her body and have

50
an interaction with students. The warm up helped her to break the layers that inhibit her

to totally communicate with the class. She could have a closer interaction with learners.

Students felt joyful to play the tic tac toe in a new way; they enjoyed the activity. The

animation of dialogues helped her to express without inhibitions, the way she used the

technique was full of harmony because she acted the sentences and students could

notice the changes the teacher had on the way to teach. The novice teacher was

enjoying the techniques and students, too. Finally, the closure of the class was with

another Rassias technique, the ball game. This activity made all the class be only one.

All the students were paying attention to the activity and participation. The Rassias

method made students participate and feel free to express themselves.

Within The data collated from the last audio recording, there was a notorious

result; students were producing the language. The novice teacher started the class

asking them how they felt, then the game of the warm up started. Students participate

and produce the language. There was much production of the language than the other

audio recording. After that, teacher applied the animation of dialogues, where students

were repeating drills. Students were practicing their pronunciation and had error

correction in a different way. The Teacher let other students pronounce words correctly,

then students could hear the correct pronunciation. There was less Spanish speaking

from the teacher. There was noticed that students continued translation but in less

proportion from the other audio recording. Students were following the model of the

animation of dialogues and produce the language more often.

51
CHAPTER V: CONCLUSION

5.1 Conclusions

The purpose of the research is to involve body language or body expression in

teaching English. Body Language is an important ability for teachers to express

themselves when they are in front of a classroom.

This research presented a problem detected on teaching English; the not

effective body language on a pre-service teacher, which needed a plan of action as an

intervention. The procedure of this research was according to Lewin (cited in Adelman,

1993) a problem was diagnosed and the plan of action was implemented in a classroom

with a novice teacher. The novice teacher used different techniques of the Rassias

Method to improve her body language on her practicum. Reflections were written down

to obtained data from the classes observed. Rubrics were applied to observe the

teaching’s differences between the traditional methodology and the Rassias method.

According to the results, the teacher’s body movements were influenced by the

Rassias Method; movements became natural. The Rassias Method offers dynamic

techniques combining pedagogy and drama, which allowed the teacher used

appropriate body language during her practicum. Teacher’s movements were impacted

by the animation of dialogues; one technique from the Method, which made a natural

fluency of movements, eye contact, facial expressions, gestures, voice intonation and a

closer interaction with students.

52
Another result, the transmission of complete messages was a notorious change.

The Messages had a relation with what the teacher was saying; all the communication

changed with this dynamic method. Every applied technique helped to convey emotions

and positive affections to students.

One of the most significant results was a living class when the Rassias Method

was integrated into the teaching methodology. The teacher’s presence was there, being

part of the class involving students into the class with dynamic techniques. Novice

teacher was on the same level of students, in other words, she was on students’ shoes

and all the participants acted out different roles in the classroom.

The teacher felt motivated to teach while applying the Method. According to the

reflections of this research, it is demonstrated a higher enthusiasm when teaching. One

of the supports was the humanistic process to carry out this result. The human part was

present because it let learners express with freedom; students participated on their own

and corrected each other without exhibit mistakes and without quarrelling among

themselves.

As for the first Research Question, findings in this investigation suggest that the

effects of the Rassias Method techniques on the novice teacher’s body language

became natural with appropriate expressions that helped the teacher how to use her

body movements with a significant purpose. The appropriate body language attracted

young learners’ attention with the adequate facial expression and gestures. Because

they had a relation with what the teacher said and expressed. The most important

finding the novice teacher complement her communication. Regarding the second

Research Question, results indicate the effects of the use of the Rassias Method over

53
learning may be much more positive than expected; the techniques applied made

students an improved; they were integrated to the class and felt the atmosphere of

specific situation using the techniques. Students by their own made a real and

significant context using their imagination and the oral production of the language.

These leads to positive results about applying a dynamic methodology into the

practicum.

The relationship between the teacher and students became closer. With a

traditional methodology, the teacher felt there was a barrier in the middle of both; that

novice teacher did not dare to cross. The interaction increased when the techniques

were applied. Empathy created an atmosphere of confidence to participate and produce

the language. The Rassias Method mainly helped to increase the novice teacher’s body

language in the classroom but students were affected with positive results because they

were involved and engaged in their learning.

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

Benjamin Franklin

5.2 Implications

The Rassias Method was applied as a plan of action on a body language

teaching problem. The applied activities for the research purposes were satisfactorily

achieved. Each planned activity was conducted by the novice teacher changing her

teaching style and had a living class through dramatic techniques (Beall, 2000).

54
5.3 Limitations of the Study

Two main limitations were found in this study. The first limitation was one of the

instruments; the class could not be videotape to observe the implementation of the

Rassias Method. So, according to the elementary conditions it was impossible to video

record the classes. Therefore, it was necessary to change it to audio recordings to have

a proof of the reactions presented for the research.

The second limitation was on the class procedure using the Rassias Method

techniques. Even though this Method had notorious changes on teacher’s body

language, there was a limitation on classroom conditions. The classroom size was small

according to the number of students it had. The space was narrow and it did not allowed

the teacher to move around fast.

5.4 Directions for Further Research

The intention of this research project to is to demonstrate the influence that a

Method had to improve body language on teaching English, the presence of a living

class through the language (Beall, 2000). The research purpose is to focus specifically

on teaching. On the field of research where the Rassias Method had being involved,

this Faculty had cases with positive results. One of them improved oral production on

students (Guzmán & López, 2013) and the other one compared the classes between the

Rassias Method and different teaching methodologies (Guzmán & Méndez, 2011). This

55
research added one more case, where positive results were found. With these previous

studies it was present the impact that this dynamic method has had. So, it opens plenty

of possibilities for further research, including, the other side of this research, how

students felt with the changes of applying the method. Integrating quantitative data. And

one important aspect, is how students from the major of the Facultad de Lenguas who

took the class during their major and how they applied this method into their real

teaching life.

56
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63
APPENDIX A

RUBRIC

BENEMÉRITA UNIVERSIDAD AUTÓNOMA DE PUEBLA


ELEMENTARY SCHOOL JESÚS GONZÁLEZ ORTEGA
SPRING 2015
RUBRIC

Grade: Group:
Pre-service teacher name:
Teaching method:

Category
Mastery Proficiency Developing Inadequate
Teacher verbal and Teacher verbal and Teacher verbal and Teacher verbal and
non-verbal non-verbal non-verbal non-verbal
General
1 communication is communication communication fails communication is
Communication
consistence and usually is when address to limit and
clear. consistence. students inappropriate.
Teacher transmits Teacher usually Teacher sometimes Teacher transmits
positive and transmits transmits negative expression
Facial Expressions
2 confident expression confidence when is confidence when is when is interacting
when is interacting interacting with interacting with with students.
with students. students. students.
The teacher makes Teacher usually Teacher sometimes Teacher never or
eye contact with makes eye contact makes eye contact rarely makes eye
3 Eye Contact
students with students. with students. contact with
students.
Teacher’s voice Teacher’s voice Teacher’s voice Teacher’s voice
intonation is intonation is usually intonation is intonation is
appropriate and all appropriate and most sometimes inappropriate and
4 Voice Intonation
students hear clearly. students hear clearly. appropriate and students do not hear
some students hear clearly.
clearly.
Teacher body Teacher body Teacher body Teacher body
movements are clear movements are clear movements are clear movements are
with the message with the message but with the message unclear with the
5 Body Movement
and are present are usually present and are sometimes message and are
during the class. during the class. present during the passive during the
class. class.
Teacher’s gestures Teacher’s gestures Teacher’s gestures Teacher’s gestures
are appropriate with are usually are sometimes are inappropriate
6 Gestures
the message. appropriate with the appropriate with the with the message.
message. message.
All the students are Most students are Some students are All the students are
Interaction and
engage and engage and uninvolved and/or uninvolved and/or
7 Students´
participate during the participate in the passive during the passive during the
Engagement
class. class. class. class.

Adapted from: Tauber, R. T. & Sargent C.M. (2007). Acting lesson for Teachers. Using Performance Skills in the Classroom.
Second Edition. Praeger Publishers. USA.

64
APPENDIX B
CLASS 2: TRADITIONAL METHOD – AUDIO SCRIPT

T: At the end of the class, homework. At T: We are going to start with Zahira. You
the end of the class, okay. Today we are are going to sing. Remember, this is the
going to play the hot potato. game…
Students: Si, yes. T and ss: This is the game of the hot
(Claps) potato, hot potato, 1, 2, 1, 2, 3.
T: Remember the prepositions of (Students’ expressions)
yesterday, yesterday’s prepositions. T: Put the ball in front of your face. In
Ss: Abajo. front of. In front.
T: Under. T and ss: This is the game of the hot
Ss: Under. potato, hot potato is burning, is burning.
T: Next to. 1, 2, 1, 2, 3.
Ss: A lado de. Ss: Itzayana.
T: Next to. (Students talking)
Ss: Next to. T: Put the ball between Fer and Sandra.
T: On. S: En medio de Sandra y Fer.
S: On. T: Between.
T: Behind. Ss: Between. Entre. Entre Sandra y Fer.
Ss: Behind. T: Between.
T: Under. Ss: Entre, Dentro.
Ss: Under. T: This is the game of the hot potato, hot
T: Between. potato is burning, is burning. 1, 2, 1, 2,
Ss: Between. 3.
T: In front of. T: Put the ball under Victor’s chair.
Ss: In front of. T: This is the game of the hot potato, hot
T: Okay, ready. potato is burning, is burning. 1, 2, 1, 2,
Ss: Yes, yes. 3.
T: We are going to play the hot potato. Ss: ///Paty///
Ss: Sí. T: Put the ball next to Joana ... Now 1 -
T: When the potato… 10
S: ¿Cuándo nos toque tenemos que T and ss: This is the game of the hot
decir una de esas? potato, hot potato is burning, is burning.
T: I’m going to say put the ball under the 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
chair, okay. Yes? Ss: //Hugo!//
Ss: Yes. T: Hugo, put the ball next to you.
T: No questions? T: Are you ready for the exam?
Ss: No Ss: Examen, noooo.
(Students speaking in Spanish) (Ss talking)
T: On. Ss: ¿Recortamos maestra?
Ss: On, on, on. T: You are not going to cut
T: Ready! Ss: Pencil o pen
Ss: Yes, yes. T: with pencil, remember the date
Ss: Friday, March

65
T: Friday, March 6th 2015 Ss: false
S: con lápiz T: number 3
(Ss talking) Ss: true
T: //wait// T: Okay now look at the table in the top
S: ¿lo tenemos que contestar? Lo //directions// no One Direction. Turn
contestamos. right, right and left
T: Not, yet. Ready with the name and T: right
date. Ss:right
(Ss talking) T:left
T: You are not going to answer. Ss: left
S: todavía no contestamos. T:left
T: Okay, now //look at the picture// Ss:left
S: observamos el mapa T:right
T: look at the picture Ss: right
Ss: z T:left
T: This is a zoo Ss:left
S: un zoológico T:right
T: a zoo Ss: left
Ss: a zoo T:right
T: a zoo like a Zebra //z// //zzzzebra// Ss:right
Then you have the bank (Ss talking)
Ss: banco, banco de la ciudad T: Okay
T: Next to the bank //next to// what is it? S: derecha en inglés es right
(Ss talking) T: Right and Left. To remember left,
Ss: market raise your hand like this. You find the “L”
T: //market// like Mercado Morelos of left
(Ss talking) (Ss talking)
T: In front of John’s house in the top T: only left you find the “L”
//John’s house// (Ss talking)
Ss: la casa de Kim T: no, like this. You have the “L” tienen
T: in front of John’s house is Kim’s la “L”
house Ss: right, left, right, left
Ss: a un lado esta la casa de John (T talking)
T: Look at the picture, now Ss: right, left
S: vamos a responder T: okay, 1, 2, 3, number 3
T: you are going to answer True or Ss: después del número
False. True – verdadero. False - falso T: go straight
(Ss talking) Ss: derecho
Ss: Teacher ¿donde esta ? T: go straight
(Ss talking) S: gira a la derecha, no derecho, vuelta
T: You are going to answer 1, 2, 3 a
S: True es falso, verdadero (Ss talking)
T: True is verdadero, false is falso. T: go down
Okay, number 1 Ss: abajo
(Ss talking) T: go down
T: number 1 (Ss talking)
T: number 2 T: go down hacia abajo
66
Ss: T: a line
T: go down, then we have go up, //up// S: así teacher ¿así?
Ss: arriba (Ss talking)
//////T: go up T: draw a line
Ss: go up////// (Ss talking)
Ss: vuelta T: go left
T: go back, goo back Ss: hacia abajo
S: ¡aah! Así cuando vamos saliendo… Ss: derecho, das vuelta
T: When you go outside the classroom, T: go left
cuando regresamos Ss:go left
Ss: go back T: left or right
T: go back the classroom Ss: ///right///
Ss: derecho T:and
T: straight ahead Ss: right
(Ss talking) T: turn right
T: derecho, de reversa, regresar Ss: yes
T: go back ok. T: go lef
T: you are in this position Ss: go left
S: no esta (Ss talking)
T: hagan una Estrella //make a star// T: okay, primero you are going to say a
Ss: nosotros sign
T: //make a star// S: va a llegar
(Ss talking) T: and then the preposition, next to a
T: you can remember, que estan ahí, lado de
remember! S: next to si esta a lado del banco, esta
(T talk to a s) a lado del banco
T: then you have directions, vamos a S: the market is next to the bank
tener direcciones T: yes
T: listen you are going to use the sign Ss: yes
and prepositions. For example, “I” (Ss talking)
remember “I” recuerden. I want to go to T: go straight
the //market// Ss: go straight
T: market T: and go ahead
Ss: market (Ss talking)
T: I want to go to the market, yo quiero ir T: okay, then you have four, four
al Mercado. I want to go to the questions
supermarket. I want to go S: cuatro preguntas
Ss: I want to go T: four questions, you are going to
T: to the supermarket answer in pairs
Ss: to the supermarket S: teacher
S: you quiero ir al mercado T: Excuse, me. How I get to John’s
T: // the market// house?
(Ss talking) (Ss talking)
T: market color blue //blue// colorear T: you are going to answer in pairs
(Ss talking) (Ss talking)
T: a like, draw a line //una línea// T: you two
Ss: ¿una línea, así teacher? Ss: no podemos escoger maestra
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(Ss talking) S: //teacher//
T: Joana, Zahira (Ss talking)
(Ss talking) S: primero rojo y luego
T: you are going to answer the questions S: teacheeer
on // your notebook// solo (Ss talking)
S: solo las respuestas en la libreta T: //go to//
S: yo no traje la libreta (Ss talking)
T: atrás S: teacher, ya termine yo.
T: you are going to answer T: here
(Ss talking) S: Diego
T: okay //listen// you are going to draw (Ss talking)
(Ss talking) S: //teacher// aquí esta
T: 1 red, 2 is yellow, 3 is green and 4 is T: Give it to me, time to go!
purple Ss: ¡aah! los que ya acabaron
S: green es verde T: all
T: number four la number four es la que Ss: todos
ya contestaron T: thank you!
S: teacher que significa ahead
(Ss and teacher talking)
(Ss asking for help)
S: teacher
(Ss asking questions)
T: okay, raise your hand if you need help
y paso a su lugar
Ss: donde tiene su pelotita
T: remember in your notebook the
//answers//

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APPENDIX C

CLASS 4: RASSIAS METHOD – AUDIO SCRIPT

T: okay, how are you today? Ss: nooo (callate Gabriel)


Ss: fine, teacher T: you need to remember me, always
T: Happy? remember me!
Ss: yes (Ss talking)
T: or are you angry? T: okay, now one volunteer from the
Ss: no //happy/ number 1 and one
(Ss talking) S: //yo//
T: Okay we are going to play “tic tac toe” T: //okay// I’m going to ask questions
S: vamos a jugar tic tac toe, vamos a S: van a contestar las preguntas
jugar reloj T: I’m going to ask questions
T: Tic tac toe (Ss talking)
S: aaah //gato// yo juego T: yes, according to the map
Ss: ///I/// Ss: al mapa
T: wait for the instructions T: for example //where is the bank//
S: esperen las instrucciones Ss: you are going to say “the bank is …
T: two teams on …..”
S: dos equipos (Ss talking)
T: wait S:It is on Pig St, next to the bank
Ss: 1, 2, 1, 2, 1 ... 2 margarita 1, 2 … ok Ss: bravo!
team 1 (Claps)
Ss: Teacher falto Rey T: aah!
(Ss talking) (Laughs)
T: Team 1 sit down here, yes T: next one
S: el 1 T: Erick go
T: yes, team 1, team 2 sit down here. 1 T: Okay, where is the market? The
and 2. I said //// sit down/// This 2 roads market is
are for number 1, this road, this road, (Ss talking)
yes team two //sit down// T: Where is the market?
S: ¿nos sentamos? (Ss talking)
(Ss talking) S: It is on Pig St, between the bank and
T: okay, listen. You need your map, the restaurant
sorry! Your map, necesitan su mapa, T: Remember ///up and down/// Uriel
your map next
Ss: ¿cuál mapa, este? (Ss talking)
T: that one, your map you need your T: hurry up!
map, if you are going to participate you (Ss talking)
need your map T: remember use the prepositions, on,
S: para participar necesitan su mapa behind, in front of, next to, remember in
T: yes front of next to, between. ¿Se acuerdan
(Ss talking) de eso? Yes? You remember okay!
T: okay team 1 (Ss talking)
S: teacher ¿y la black list? T: Where is the restaurant?
T: black list, okay! S: the restaurant is …
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(Ss talking) S: On
T: use another one (Ss talking)
S: on Pig St. … S: on Cow st…
T: The restaurant is in front of the T: yes, and?
school, no? S: on Cow st, next to the bark
Ss: next to the bank Ss: no, teacher le dijo la respuesta
T: next to the bank, yes! T: ///park/// bark is //woof// Sandra
Ss: //abajo// ahí (Ss talking)
T: ///Paty/// T: and Hugo, okay Rey, hurry up! Where
Ss: me is the school?
T: Hurry up, Lobato you want to pass Ss: On Pig st, and between
and Itzayana, Lobato and Itazaya T: between what?
(Ss talking) Ss: between
T: okay, listen T: give the answer //your answer// the
(Ss talking) answer
T: silence, thank you. Where is // John’s (Ss talking)
house//? Where is John’s house? T: Remember between is in the middle
S: on Cow St. … S: between Cow st and Pig st
T: Yes, but T: okay, next
S: next to Kim’s house Ss: //Paty//
(Claps) T: Paty
T: algo más Ss: yes
S: le estan diciendo maestra T: Paty //and Kevin//
S: John’s house is on Cow St, next to (Ss talking)
Kim’s house T: silence, //listen// okay, where is the
T: yes bank?
(Ss celebrating) Ss: the bank is on Pig st, between the
T: yes, first point restaurant and the market.
T: //again// otra vez T: okay!
T: yes (Ss celebrating)
Ss: yes T: Zahira //and Margarita// okay //where
T: hurry up! is// //what is// que esta next to the park?
(Ss talking) T: next to the park is Kim’s house
T: Where is the //zoo//? T: okay! Silence
Ss: In front of Pig St, next to… Ss: hizo trampa
T: and T: okay
S: and Ss: Zyanya and Angel
T: next to what? (Ss talking)
S: teacher on T: Silence, listen what is? ///what/// is
T: Daniela! que esta //what is// between John’s
Ss: ///on/// house and the Zoo? What is between
T: nooo! John’s house and the Zoo?
S: on Pig st, in front of the school S: Kim’s house
T: yes T: Zahira and Hugo pass, Hugo and
Ss: Erick! Lalo! Joana
T: silence or you go to the black list (Ss talking)
T: where is Kim’s house? T: Ok, listen what is in front of the Zoo?
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S: the market T: yes, you have a piece of paper
T: what! Daniela (Ss talking)
Ss: no han pasado Zahira //ya paso// T: Hugo is this yours? Yes? Sorry I kept
Zyanya! it, and go back to your sits
T: ///Ana/// Ana no, here, no! Ss: ///teacher///
S: yo no traje la libreta T: I need the homework. Rememeber
S: él trajo la libreta the eight sentences //you have the
T: what is next to the market ///the homework//
market/// next to the market? T: remember the 8 sentences //you have
S: the bank the homework
(Ss talking) T: remember the 8 sentences of the
T: I was here, Itza and America mice
Ss: Maestra les dijeron (Ss talking)
T: I know I was here. What, where is the T: You are going to paste
park? Easy one, where is the park? Ss: lo tenemos que pegar, lo
S: The park is on Cow st, contestamos
T: next T: not yet
(Ss talking) (Ss talking)
T: okay, Lalo and T: Silence, March, date, remember date,
Ss: Zahira, Zyanya fecha
T: What is between the park and John’s Ss: Friday
house? T: Friday, today is Friday 13th
(S talking) Ss: ¿matar?
T: What? T: have you watch the movie, Friday
T: //What?// is between the park and 13th?
John’s house? T: Viernes 13
S: Kim’s house T: día de la mala suerte
T: Yes, Paty (Ss talking)
Ss: teacher no T: Margarita
T: Paty and Ana, Kevin, Uriel Ss: película de terror, Viernes 13, día de
(Ss talking) la mala suerte
T: What is behind the school? (Ss talking)
Ss: ///no/// T: Hugo move here, you are too far
T: okay (Ss talking)
(Ss talking) T: Zahira and you too move, move
T: Sandra and Margarita behind Ana
(Ss talking)
T: ///What/// is in front of the Zoo? T: Okay,
Ss: School Ss: Maestra nos va a cambiar
(Ss talking) T: they are far they have to move
Ss: nooo! (Ss talking)
T: ok it is optional, okay! (Teacher moving ss)
(Ss talking) S: teacher ¿cómo se dice?
T: Okay //you need your go map// T: how do you say?
S: saquen su mapa (Ss talking)
T: yes, you need to go back to your sits T: don’t worry, no se preocupen, don’t
S: regresemos a sus lugares worry
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(Ss talking) T: the zoo is in front of the school
T: have your papers Ss: the zoo is in front of the school
Ss: yes T:in front
(Ss and t talking) S: in front of
T: as yesterday, como hicimos ayer S: in front of
(Ss talking) T: where is the zoo?
T: //where?// Ss: where is the zoo?
Ss: here? T: the zoo is
S: where is the zoo? Ss: the zoo is
S: ¿dondé esta el zoológico? T: in front
T: where? Ss: in front
Ss: where? T: of
T: where? Ss: of
Ss: where? S: the school
T: where? T: in front of the school
S: where? Ss: in front of the school
T: whe.. (T and ss practicing)
Ss: where? Ss: the school
S: where is the zoo? T: the school
T: whe … Ss: the school
Ss: whe .. (Ss talking)
(Ss talking) T: the
T: where is? S: the
Ss: where is? T: the
T: where is? S: the
Ss: where is? T: the
T: where is? S: the
Ss: where is? T: in front of
(Ss practicing) Ss: in front of
T: where is the Zoo? T: in front of
Ss: where is the Zoo? Ss: in front of
T: the zoo? T: in front of the school
Ss: the zoo? Ss: in front of the school
(Ss practicing) T: in front of the school
T: where? (Ss and t practicing)
S: where? T: the zoo is in front of the school
T: where Ss: the zoo is in front of the school
S: where? T: the zoo is in front of the school
S: where? Ss: the zoo is in front of the school
S: where? T: the zoo
T: the zoo is S: ///yo///
Ss: the zoo is S: the zoo is in front of the school
T: the zoo is in front of the school S: teacher ¿qué es where?
T: in front of T: WHERE?
Ss: in front of S: ¿donde?
T: the school T: where is the zoo?
Ss: the school Ss: where is the zoo?
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T: where is the restaurant? (Ss talking)
Ss: where is the restaurant? T: hey listen, listen you are going to use
T: where is the restaurant? in front of and between
(Ss and t practicing) (Ss talking and working)
(Ss working) (T helping around)
T: the restaurant is next to the bank S: //teacher//
Ss: next to the bank T: where is my ?
S: a lado del banco S: no notebook
S: esta a lado del banco T: the notebook, or look for a new one or
S: right or left recycle one
S: a lado (Ss talking)
T: right or left, you have your “L” here T: if I ask you where is the park? What
S: you have right or left will you say? Behind the market, the
T: right park is behind the market
Ss: right S:
T: the restaurant is next to the bank T: si fuera el parquet estaria bien
Ss: the restaurant is next to the bank S: ooh!
T: the restaurant is next to the bank T: okay, we are going to check //all
Ss: the restaurant is next to the bank together//
(Ss practicing) T: ///the bank///
S: the restaurant is next to the bank S: ya teacher
T: aah! (happy face) T: the market, next to the market is the
T: okay, now you are going to answer, bank
answer in pairs, pairs S: teacher
Ss: juntos? T: ooh!
T: pairs (T and ss talking)
() (T helping)
T: trabajen en parejas to answer in T: are you happy
questions, you need your map to S: yes
answer. You have a parter or you want (Teacher checking)
to work alone. Solo or with a parner? T: time to go
T: Solo or with a partner? T: Hey, nobody in the black list!
S: solo (Ss celebrating)
T: ok work alone (Claps)
T: work with Rey, work you two, work S: ¿teacher cuándo va a venir? ¿el
with Julian lunes?
S: ¿yo con quién maestra? T: no
T: Ana work with Hugo, work with Lalo, S: ¿el martes?
work with Sandra, work with, alone ok, T: no
Lalo work with Joana //you two// S: ¿el jueves? Aah el miércoles
(S talking) T: yes
T: no, you two
T: you two, and you two
(Ss talking and working)
T: Remember to use, listen

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