The characteristics of an effective classroom to help maximize language acquisition have been identified as (Enright and McCloskey 1985):
- Cluttered classrooms, where potential for spontaneity is the key.
- Teacher in many roles: teacher, participant, facilitator, spectator.
- Balance between “instruction” and interaction.
- Use of peer teaching.
- Materials are from the real world (i.e., paperbacks, newspapers, magazines, bus schedules, etc.).
- Provide students with many opportunities to do the classroom administrative tasks such as, attendance, lunch count, errands, notes to other teachers, bulletin boards, checking out books, etc.
- “Curriculum” is organized around events and tasks which students work on together and which incidentally (but not coincidentally) require language.
- Resources such as dictionaries, encyclopedias, books, schedules, etc., necessary to accomplish tasks are readily available to all students.
- Visitors are numerous and various; real people come to the class to talk to and work with students.
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