Fostering Language Fluency Through Topical Talks and Class Debates. Paradigm: Circular Economy #socialsciences #co-teaching

Incorporating topical talks as a precursor to well-structured class debates is a powerful pedagogical strategy for enhancing language proficiency in a second language classroom. This approach provides our students with a gradual progression from informal discussions to more structured debates, fostering essential language skills in different fields of knowledge and promoting critical thinking. We, as teachers strive to create dynamic and engaging language learning environments and we found out last year thanks to our participation in the Topical Talk Festival (organised by The Economist Foundation), the integration of topical talks and debates stands out as an effective method to our empower students in their journey towards language fluency and, ultimately, proficiency.

In sum, language learning and language acquisition are both multifaceted processes that involve not only learning a set of grammar rules and un-contextualised vocabulary but also and what is more important, mastering communication skills and developing critical thinking. 

Circular Economy Talks Sample

(co-teaching Justo Javier Pérez and Marina Hurtado) 

In order to enhance language fluency in a second language classroom we as teachers can integrate topical talks followed by well-structured class debates. It was proven last year that the topical talks line of work was a success since or students enjoyed having their say so this contributed to their self-esteem as well and self-confidence. Once our students have gained confidence through topical talks, the transition to structured class debates become a natural progression. Debates provide a more formal platform for our students. 

Transition from a Topical Talk to a Well-Structured Class Debate

Debates to be held this academic year 2023-2024 

The structured format of debates will encourage our students to organise their thoughts, develop coherent arguments, and respond effectively to opposing viewpoints. Hence, in this second phase of this line of work, we can start teaching the students the structure and the rules in a debate that will help them develop such paramount skills critical thinking, public speaking, and persuasive argumentation.

Scaffolding debating language

Title of the debate: "Resolving the Global Crisis: Embracing a Circular Economy"

Main Objective: The objective of this class debate is to engage our students in a thoughtful discussion about the merits and challenges of transitioning towards a circular economy. Students will explore various aspects, including environmental sustainability, economic benefits, and the potential impact on industries.

GUIDELINES:

• Each team should consist of 4-5 members.
• Presenters should support their arguments with relevant facts, statistics, and examples.
• Teams are encouraged to engage in respectful and constructive rebuttals.
• Audience members are expected to actively listen and participate in the question and answer session.

STRUCTURE:

1. Introduction (10 minutes):

• Moderator introduces the topic: "Resolving the Global Crisis: Embracing a Circular Economy."
• Each team is given 2 minutes for an opening statement, outlining their stance on the circular economy.

2. Round 1 - Environmental Sustainability (20 minutes):

• Team A presents arguments supporting the environmental benefits of a circular economy.
• Team B presents arguments critiquing potential drawbacks and challenges related to environmental sustainability.
• Each team is given 5 minutes for their initial arguments, followed by 2 minutes for rebuttals.

3. Round 2 - Economic Benefits (20 minutes):

• Team A presents arguments in favour of the economic advantages of a circular economy.
• Team B presents counterarguments, addressing potential economic challenges and concerns.
• Each team is given 5 minutes for their initial arguments, followed by 2 minutes for rebuttals.

4. Round 3 - Industry Impact (20 minutes):

• Team A discusses how a circular economy might impact various industries positively.
• Team B examines potential negative consequences and challenges for industries.
• Each team is given 5 minutes for their initial arguments, followed by 2 minutes for rebuttals.

5. Round 4 - Questions and answers Session (15 minutes):

• Students from each team have the opportunity to ask questions to the opposing team.
• Moderator may pose additional questions to stimulate discussion.

6. Round 5 - Closing Arguments (15 minutes):

• Teams summarise their key points and provide a compelling closing statement.
• Each team is given 3 minutes for their closing arguments.
• Audience Reflection and Voting (10 minutes):
• Students in the audience have the chance to reflect on the debate and ask questions.
• The class votes on which team presented the most compelling arguments.

7. Debriefing (5 minutes): The moderator concludes the debate, highlighting key takeaways and encouraging further exploration of the circular economy concept.