Classroom setups which are conducive to language learning

Many researchers have set out to investigate the influence that classroom setup has on the way that students learn languages. As you might expect, studies have shown that natural light and good air quality are associated with positive learning outcomes. However, the fact that seating arrangements have also been found to have an impact may come as more of a surprise to some teachers.

As we have already seen, a traditional classroom seating arrangement¹ is not geared towards encouraging student-student interaction. But why is student-student interaction so important? After all, teachers are much more proficient users of the language, so wouldn’t it be better if the students spent their time listening to or interacting with the teacher?

The key point here is not that teacher-student interaction is to be avoided. Rather, it should be used in combination with pair work and group work activities to maximise ‘student talking time’ and provide more opportunities for students to speak. In order to become proficient speakers of a second language, students need opportunities to use the language. They need a chance to practice.

Different interaction patterns are more suitable for different types of activity, and different seating arrangements encourage different interaction patterns.

If you are considering changing the classroom layout for the first time, putting the students’ desks side by side in curved rows² might be a good starting point. Moving the desks closer together helps to encourage student-interaction and making the rows curved means that it is possible for students to make eye contact with everyone in their row.

The ‘horseshoe’ or ‘U-shape’ arrangement³ is popular with ESL teachers around the world, as it is a great way to promote both teacher-student and student-student interaction. To begin with, it is easy for the teacher to make eye contact with his or her students, and this configuration also enables all the students to see each other, which promotes engagement and interaction. Students can easily work in pairs and it’s quite straightforward for them to form groups of three or four with minimal disruption.

This layout is best-suited to small or medium-sized classes, as it takes up quite a lot of space. With larger classes the teacher can make two rows. This provides some variety as each student can be asked to talk to the person behind / in front of them as well as beside them.

One additional advantage is the space in the middle of the classroom which can be used for students to carry out activities.

Organising the desks or tables into groups or clusters⁴ is another very popular option with teachers who favour a student-centred approach and plan to incorporate plenty of pair and group work activities into their classes. Students often feel very safe and comfortable in this layout and it works well if you have a large class in a relatively small room. Teachers often find that the only drawback is that their students are more easily distracted, which can make classroom management more of a challenge.

If you have a small class, putting all the desks or tables together in the middle⁵ is another option. With young learners, this can be a great choice for craft activities, as it’s easy for the teacher to demonstrate what to do, all the necessary materials are close at hand, and it’s to keep a close eye on everyone’s progress.

Finally, if your classroom has a small, carpeted area, or if you have access to individual mats so that children can sit on the floor, it is hard to beat this arrangement⁶ for storytelling activities.

Researchers have also investigated the impact that classroom decoration has on students’ learning. Again, the findings might come as a surprise – even to experienced primary school teachers.

Studies have shown that classroom walls should be inviting and engaging but not overwhelming. Researchers found that ‘highly decorated classrooms are more of a distraction than an aid to learning’. This was found to be particularly so for younger children. Posters, charts and visual material were found to be helpful, as was the practice of putting examples of students’ work on the wall. However, teachers should be careful not to overdo it and 20 to 50% of the available wall space should be left free.