Website(s)
Miscellaneous topics / information about debating
Author
Judy Trupin
Questar III Access Center
283 River Street
Troy, NY 12180
jtrupin@questar.org
Learning Context/ Introduction
Learners work with teams to research, develop, and participate in a formal debate.
This activity is intended for intermediate and advanced ESOL (English for Speakers of Other Languages) learners. Many times, individuals feel uncomfortable about expressing their opinions or contradicting others, either due to uncertainty about their English skills, or because of different cultural values about disagreeing. By placing the discussion within the context of a formal debate, learners are able to practice expressing opinions, and to feel comfortable about contradicting others.
Additionally, this activity helps learners to explore an issue of importance to their lives, or to gain better understanding of a current events topic.
This activity could be adapted for other groups of learners, such as an Employment Preparation or GED class.
Depending on the topic selected, this unit may also incorporate additional Performance Indicators from one or more of the following Standard Areas:
- Social Studies
- Mathematics, Science and Technology
- The Arts
- Health Education, Physical Education, and Family and Consumer Sciences
- Career Development and Occupational Studies
ESOL Adult Learning Goals:
- Learners will gain control of the system and structure of the English language.
- Learners will improve ability to understand spoken English.
- Learners will improve speaking skills necessary to function in English.
- Learners will develop strategies for reading English.
- Learners will write in English.
- Learners will develop and enhance appreciation and respect for individual and cultural diversity.
Procedure
A. Introduction
Introduce the concept of debate; discuss any debates learners may have seen or participated in. Teacher introduces vocabulary such as: argue, rebuttal, point, counter, and language for expressing disagreement. If possible, watch a video clip of a debate. Learners discuss what makes an effective debater.
B. Brainstorm for Topics
After ascertaining that the class understands the concept of brainstorming, brainstorm for a list of topics. Brainstorming can be limited, to relate to a particular theme the class is working on, such as Health Care or Employment. Topics can also be chosen either by reading through a current newspaper or news magazine.
Possible topics include:
- Should cigarette smoking be illegal?
- Which are better parents: young (e.g. 20's ) or old (40's)
- Should countries limit population growth?
- Is it better to live in the city or the country?
- Should guns be outlawed in the U.S.?
- Is capital punishment an effective deterrent?
- Should high school education be compulsory?
- Should the minimum wage be increased?
- Should the arts be publicly funded?
C. Selecting the Topics/Choosing Teams
Learners vote on which topics to debate. Select enough topics so that everyone in the class will be on a team. A debate team should consist of three or four members; so if, for example, there are fourteen learners, select and prepare two debates.
Before choosing debate teams, explain that it is not necessary to choose a debate side that represents one's point of view. Learners can choose debate teams, or teams can be assigned at random. If possible, teams are composed of speakers from several language groups.
Teacher can provide the rules for the debate, or the class can decide on rules. It is useful to include time for both prewritten questions and spontaneous questions from the audience.
One possible debate format is:
Opening arguments: 3 minutes per team
Prewritten questions: 5 minutes total
Rebuttal: 2 minutes per team
Questions from the audience: 5-10 minutes
Closing statements: 1 minute per team member
Total debate time: 25-35 minutes
(Note: some of the websites listed at the end of this document provide information about other debate formats.)
D. Initial Preparation for the Debate
Learners meet with their teammates and brainstorm for arguments, making a written list of as many arguments as they can. Teacher circulates among teams; helping to provide needed vocabulary and playing devil's advocate, so as to prepare them for responses from the opposing team.
Steps A-D can be done in one three-hour class meeting.
E. Research
This is an optional step.
This activity lends itself very well to doing Internet searches for information. If the class has access to the Internet, the next class session can be used to search for Internet articles to support their position. Teacher or computer lab specialist provides guidance and support.
If the Internet is not available, but the class has access to a library, they may look for print materials. If the learners do not have the ability to do research, the teacher can provide them with either print materials or Internet articles.
F. Final Debate Preparations
Once they have collected (or the teacher has provided) research materials, the next class meeting is spent reading the research materials and developing further arguments. Teams then organize their materials for the debate. Each team prepares a written opening statement.
G. The Debates
Immediately prior to each debate, the debate audience (the rest of the class) writes questions that they would like to hear the debaters answer. Also, assessment forms are passed out and learners are asked to read them before the debate begins.
If possible, the classroom seating is rearranged to form separate areas for the debate teams, moderator and audience.
The teacher can serve as the moderator for the first debate. In subsequent debates, it is possible to have a learner serve as moderator. The moderator opens the debate and reviews the rules the class has decided on.
After each debate, the learners complete the assessment activity.
Instructional/Environment Modifications
To accommodate learners with limited writing skills, the instructor can assign learners to teams, where there is at least one writer of higher skills on the team. Or, if literacy is an issue for the entire class, as debaters prepare their points, teacher can circulate and assist them with the writing as needed.
In order to help those who are not in the debate be more active participants, they can be given specific listening tasks to perform during the debate. For example, audience class members can be assigned roles as critiquers -- one listener is assigned to each debater. They answer the following questions:
- What points did the debater make that were very clear?
- What points didn't you understand?
- What additional points would you have made?
- Were you able to understand the debater? If not, why not?
- What advice would you give to the debater for the next time?
It is not necessary to include the research component of the debate. A class could successfully go from step D, initial preparation to step G, final preparation.
Absenteeism does not hinder the process! Learners who were absent on the first day can be assigned to teams as they come in. Their teammates can explain the process, and arguments developed to date. Actually, absenteeism provides an excellent learning opportunity. As learners explain their work to their peers, they are reviewing the debate terminology and also, practicing for their actual debate.
Duration
Planning:
Varies, depending on the particular variation chosen, from 30 minutes to two hours.
Implementation:
Without research component: Three hours pre-debate activity, 25-35 minutes per debate. 30 minute per assessment.
With research component: The above, plus one to three hours researching, three hours reading and incorporating research materials.
If doing Internet research, additional time may be needed for classes unfamiliar with Internet searches.
Materials and Supplies
1. The learners will need paper and pen to write down ideas.
2. The teacher will need:
- Vocabulary lists for each learner for expressing disagreement and debate language
- Video clip of a presidential or other debate (optional)
- Current newspapers or news magazines (if using a current-events topic)
- Blackboard and chalk or chart paper and markers to develop brainstorming list
- Copies of assessment forms
*See additional website links below for Internet searches.
Assessment Plan
Self Assessment
Learners should be provided with these assessment questions before the debate.
After the debate: debater/learners write answers.
- How did you feel about participating in a debate? How did you feel during the debate?
- What points did you feel you explained well?
- What was the most difficult aspect of the debate for you?
- Did you change your opinion about this subject because of the debate? If so, why did you change your mind? What facts influenced you to change your opinion?
- What advice would you give to someone else who is preparing for a debate?
Those who were not on the debate team can either be assigned to critique a particular debater (See Instructional Modifications) and additionally -- or alternatively -- answer the following:
- What new information or new arguments did you hear?
- What was your opinion of this topic before the debate?
- Did you change your opinion after hearing the debate? How? What caused you to change your mind?
- What questions do you still have about the topic?
After completing the peer assessment forms, learners share their responses with each other.
Rubric
Reflection
Learners get passionately involved in this activity! It has been effective with both highly verbal and more restrained groups of learners. I have seen learners who are generally quiet in class become extremely verbal during a debate. Some mentioned they felt comfortable to talk because they were part of a team. They really seemed able to defend ideas whether or not they supported them. For example, one woman debated eloquently in support of the benefits of a meat-based diet. Afterwards, she revealed she was a vegetarian. Another realized she would have to be absent on the day of the debate. She arranged to get her materials to a teammate, so they would have the benefits of her notes. Audience members also were eager to ask questions of the debate teams.
Although this was designed for adult ESOL learners, peers with different grade levels and subjects felt that they would like to try it with their learners.
This activity can be extended by allowing learners more time to prepare for the debate. This could include interviewing others (non-class members) about their opinions, and further library or Internet research.
Another extension to this activity is to ask learners to write letters to the editor expressing their opinions on the subject. If this is done, sample letters to the editor (either from an actual newspaper, ESOL newspaper, or textbook) should be read and discussed first.
This theme also lends itself to working on developing essay form. Once all topics have been debated, a lesson or series of lessons on essay writing could follow. After an introduction or review of how to write an essay, learners could write essays in support of their arguments.
