You are on page 1of 19

Bellaterra: Journal of Teaching & Learning Language & Literature

Vol. 1, No. 1, November 2009, 30-48

individual lesson planning
Joshua Goldsmith, Universitat Autnoma de Barcelona

Pacing is present in every decision in the day-to-day practice of the classroom, since time
is a constant element of the class. Teachers often ask themselves: How long do I spend
on an activity, and how long should I have students spend talking to each other during
paired activities? How do I end one activity and start another? How do I present and
model an activity to students?

What additional tools can I use to help students

understand my presentations of the activities they are supposed to do? How do I make
the various elements of one class hour fit together?
These questions address several of the constituent topics of pacing, which include
time allocation; transitions; framing and modeling; scaffolding; and sequencing,
respectively. Each of these elements plays an integral role in how the fabric of the class
hour is stitched together. By considering these items generally and examining the first of
them in detail, this paper hopes to add to our understanding of the constitutive
components of time in the classroom.
Historically, pacing by and large seems to have been seen as something teachers
intuitively just know how to do.

In fact, to my knowledge, little research has

specifically treated pacing, with the work that looks at pacing focusing more on larger
questions like the sequencing of didactic units rather than on the day-to-day sequencing
practice in the classroom. (See 2.) While daily pacing is admittedly just one of the
many elements that make up teaching practice, its integral positiontied to the fact that
time is continually ticking by in the classroomaffords pacing a unique and important
position in the study of teaching practice.
This paper thus examines a case study in an attempt to provide an introduction to
the field of pacing and shed light on one of its sub-components, time allocation and the
timing of activities. Hopefully, the results will allow for continued reflection on and
attention to this vital element of the classroom.

Literature Review
In 1975, Andrew Cohen argued that:
sometimes, sequencing and pacing of elements in a second language course is
rather arbitrary. More research is needed to determine whether the learners builtin language learning sequence differs from that of the teacher or the curriculum
writer (p. 420).
While researchers have dedicated a reasonably large literature to Cohens first concept,
sequencing in the foreign language classroom (see Mackey, 1965; Nunan, 1989; Ellis,
2003), the second thrust of Cohens suggestionpacinghas been discussed much less
over the course of the last thirty years, with pacing usually a brief mention in the context
of larger pedagogical discussions.
Indeed, PsycInfo and ERIC searches using a variety of keywords (pacing,
sequencing, lesson planning, transitions, and time factors in various
combinations and paired with language, foreign language, language learning,
language teaching, and activity/activities), a Google scholar and Google books
search using the same keywords, and an in-person search of the literature collections on
foreign language pedagogy and English teaching at a large research university unearthed
less than twenty references to pacing. These references are presented in summarized
form in Table 1, along with criticism detailing the scant treatment of pacing therein.

Author (year)

Berwald (1974)
Cohen (1975)

Pacing references in the literature

Multi-step lesson plan for teaching language;
argues that teacher should spend 5 minutes stating
aim, 7 minutes on developing new item, and
majority of class time on aural-oral practice of
Brief mention in discussion of instructing studentteachers
Brief mention in discussion of instructing studentteachers
Praises a teacher-trainer who has passed away,
who stressed "tight structuring of class
timemeticulous preparation, the importance of
the lesson plan, andallot[ing] a specific amount
of time--never more than ten minutes--to each
activity" (p. 249)


did not produce long-term
communicative ability in
Rodgers, 1986)
Argues pacing relevant to
without discussing how to
do so

Byrne (1980)

Hadley (1993)

Lesson plan with time guidelines; suggests using 8

different (but related) activities in span of 45-50
Provides sample lesson plan; argues that teachers
should plan lessons around a theme and plan
transitions to flow logically between one activity
and the next

Willis (1996)

Provides sample lesson with detailed pacing notes;

discusses grading of activities


Studied experienced teachers; found these teachers

(apportioning time, adjusting pace, framing

Arthur (2000)

Brief mention: argues good lessons should have

good pacing and sequencing of activities
Pace activities for students in grades K-8 at 5-8
minutes apiece (7-12 activities/hour)

Niko (2006)

Practicing teacher argues that body language can

indicate student interest/lack of focus and signal to
teacher when to change activities
Fortin (2008)
Argues that attention span is half of student's age;
younger students need simpler activities with more
repetitions; each activity should be carefully
apportioned in the lesson plan; individual
differences and age differences play role in
differentiating pacing
Table 1. Pacing references in the literature

Does not explain how to

decide on lengths of time
each activity should occupy
Discusses pacing little, but
talks about useful adjacent
Does not explain how to
extrapolate sample pacing
to other lessons/whether
one should
Does not detail what pacing
and transitioning mean to
experienced teachers or
how to use these techniques
in the classroom
Does not explain this claim
No elaboration/justification

Brief reference in online

forum; does not describe
these cues in detail
No research basis to this
argument provided; more
specific criteria necessary

Definitions: Pacing, grading, sequencing, and transitions at the micro-, meso-, and
As shown in table 1, texts that discuss pacing and related phenomena tend to do so a
priori, without providing definitions of the terms they employ. This article attempts to
develop some definitions, following Gajos (2008) distinction between the micro-, meso-,
and macro- levels in the classroom. (As in Gajos formulation, all three levels can be
relevant to an individual moment in the classroom: for example, a sub-activity of a larger
activity in a sequenced lesson that takes place within a sequenced curricular unit contains
elements of sequencing at the micro-, meso-, and macro-levels, respectively.) Although
space considerations will prevent in-depth considerations of all components of pacing
described in this section, the definitions offered here nevertheless offer perspective on the
potential breadth of the field.


Pacing is the rhythm and timing of classroom activities or units, which includes
the way time is allocated to each classroom component and the process of how one
decides that it is the right moment to change to another activity, sub-activity, or sub-subactivity. This paper studies the micro- and meso-levels of pacingthat which happens
within one class period. However, within the United States some schools and districts
have begun to use the term pacing at the macro-level, generating various pacing guides
for distributing content over the course of a years curriculum (see, e.g. Grimsley, 2005;
Corrales, 2007; Duval Country Public Schools, 2007).
Although tasks have been studied extensively (see, e.g., Ellis, 2003 for review and
synthesis), classroom elements such as teacher-fronted grammatical review, journaling,
taking a test, and a student-initiated question-answer sequence that seeks to clarify a
concept are not tasks. This paper works with the more general hyperonym activity rather
than its hyponym task, defining an activity as the union of two or more sub-activities
centered around a common theme. (See 6 on segmenting lessons into sub-activities.)
Nevertheless, literature on grading and sequencing tasks provides a useful framework
which can be extended to studying pacing.
In order to look at how tasks should be ordered, researchers work with the
concept of grading. Grading involves determining task complexity, which is
[] the result of the attentional memory, reasoning, and other information
These differences in information processing demands, resulting from design
characteristics, are relatively fixed and invariant (Robinson, 2001, p. 29).
After determining how difficult a task is (see Ellis, 2003; Robinson & Gilabert, 2007),
curriculum designers and lesson planners have a better sense of how to fit that task into
the larger scheme of a lesson or unit.
Sequencing deals with the stringing together of individual classroom activities
(and the chronological organization of their sub-components). Research literature has
nearly always treated sequencing at the macro-level (see Mackey, 1965; Nunan, 1988,
1989; Ellis, 2003; although see Fortin, 2008 who discusses sequencing in a general
classroom context).
Finally, transitions constitute the space between individual activities and/or
sub-activities and even between lessons. (This definition of transitions differs from that


of Markee (2004; 2005), who has discussed transitions between interactional turns;
theoretically, super-micro-transitions). Transitions are not the framing of the next
activity (considered a separate sub-activity) but rather the time in between activities.
Indeed, by the definition proposed here, transitions end the moment the instructor begins
to present the next activity.
For example, a transition might entail a professor saying All right, everyone stop
and listen.

The all right and stop in the above example reflect the fact that

transitions are usually accompanied by specific linguistic markers (English right, well,
good, ok, now in Sinclair & Coulthard, 1992; such as Spanish bien 'ok, well' in De
Fina, 1996), which can also signal the shift into the next activity.
Table 2 shows how pacing, grading, sequencing, and transitions might be
visualized as they operate at the micro-, macro-, and meso-levels.
Examining major concepts at the micro-, meso-, and macro-levels
Deciding how long to Deciding how long to spend on Determining
spend on one activity and various activities in the class how
its various sub-activities
period in relation to one another
concepts, or
units within
frames (e.g.
Ordering of sub-activities
Ordering activities within one Ordering
class period
Determining difficulty of Determining difficulty of activity Determining
an individual activity or sequences or entire lessons
difficulty of
whole units
or curricula
within Transitioning between activities
activities (between subbetween
didactic units
or curricular
Table 2. Examining major concepts at the micro-, meso-, and macro-levels


Research questions
As indicated in 1 and 3, this study aims to provide a research-based description of
meso- and micro-pacing and time allocation at the individual class level. Section 1
discussed some of the many questions that have not been answered in the research
literature on this subject. This paper narrows its focus to consider five questions, whose
answers play out in the data and which help to provide a descriptive summary of the
pacing of the classroom:
1. How does the teacher organize activities and sub-activitieshow much time is
given to each type of activity or sub-activity?
2. What pacing tools help maximize time on plan?
3. What pacing tools help allow for more time in communicative, paired work?
4. How might pacing change diachronically in relationship to student experience
with the teachers teaching style and the target language?
5. What are the implications of pacing and time allocation on planning and
implementing individual lessons?
Studying one teachers practice in depth will provide one set of possible answers to these
questions, shedding more light on the overarching question of the field, which asks:
What are possible practices of micro- and meso- sequencing, pacing, and transitioning?
This study is not intended to provide definitive, be all and end all answers about
pacing, but rather simply aims to use a case study to provide one possible set of answers
to some of the fundamental questions of the field.

The case study: population and teaching methodology

The data come from a first-semester introductory German class at a top-tier American
university in Fall 2006. Students attended class one hour daily for 12 weeks; sixteen
students from age 18 to 22 participated in the class studied. It is important to understand
this population not only as adult learners but as a particularly motivated kind of adult
learners: these high-performing students attended a non-required language class early in
the morning every day and completed at least an hour of daily homework (see Goldsmith,
2007), thus constituting very motivated individuals and a unique population for study.
The teacher observed in this case study employed a highly nuanced teaching
methodology which attempts to blend the literatures on communicative and task-based


learning with the needs of students, which, according to the professor, include wanting
to learn the grammar.

Major characteristics of this methodology, along with the

professors justifications for these choices, are presented in Table 3.

Teaching methodology and theoretical justifications therefore (according to the teacher)
Keeps students awake and focused
Allows for significant output and interactive
Partnered task-based interaction
negotiation of meaning (see Swain, 1985, 1995;
Gass & Varonis, 1994; Bitchener, 2004; Mondada
& Pekarek Doehler, 2004)
Studies reflect high teacher talk (e.g. 70% in Chaudron,
Limit teacher talk, significant student Student talk through communicative tasks will
develop the cognitive skills needed to produce real
(spontaneous) meaning-based speech (what the
learner really wants to say)
Begin easy with warm-ups, etc., to reactivate
vocabulary before moving to more complicated
Rhythm; importance of careful
sequencing, Employ more complicated tasks and higher cognitive
including at framing and
load in later months of class; initially, maintain in
subordinate task level
here and now with simple instructions, short
sentences, miming, deictic references (pointing),
and cognates to facilitate comprehension
Task variation focuses and keeps attention
Employ diversity of tasks in Tailor to individual needs (age, personalities, abilities)
of students; allow variations in levels of difficulty
within tasks (see Nunan, 1993)
Make teacher-fronted activities e.g. pronunciation practice, student-initiated questions
interactive if possible
Justify reasoning for using foreign Keep students in foreign language by explaining the
language for communication
game and reasons for playing the game; necessity
from day 1
of interaction and input, etc.
Do not think of tasks as the building blocks of a
classroom otherwise youll be tempted to go
through task after task, with no explanation.
View lessons as a coherent whole
Instead, think of tasks as an integral part of the hour,
that flows
which consists of teacher-fronted explanations,
student-to-teacher interactions, some pedagogic
work, [and] some communicative work with
pacing and variety in mind all the time
Quotations from personal communication, Nov. 15, 2005, and Rankin (2005)
Table 3. Teaching methodology and theoretical justifications therefore (according to the teacher)

Data collection and analysis

During the Fall semester of 2006, the teacher videotaped all of his classes as part of a
larger project to study teacher presentation of activities in the classroom. The camera


was positioned at the back to the classroom facing the teacher and thus captured primarily
the students backs. Audio data captured was also primarily teacher utterances; the
teacher wore a clip-on microphone to facilitate data collection.
The data discussed in this paper is drawn from the first and last classes in the data
set, recorded on Tuesday, October 3, 2006, and Wednesday, November 29, 2006; these
are classes during the third and tenth weeks of instruction, respectively. These lessons,
the beginning- and end-points in the data set, were selected in an attempt to see how
pacing might differ over time.
Classes were transcribed in their entirety using Elan, a transcription program
which allows for precise measurement of time (to the tenth of a second). The data coding
procedure included three steps: segmentation, classification of segments, and
transcription of gestures.
Data was first segmented into sub-activities by observing visual cues from the
teacher. The teacher kept his lesson plan on a series of flash cards; it was easy to see
changes in activities as they entailed the teacher flipping through his flash cards. Other
visual cues, such as writing jump-off words on the board, turning off the projector, and
providing visual and audio cues (see Goldsmith, 2008) also helped indicate transitions
between activities.
To help understand the segmentation process, we consider a sample from the
beginning of the November 26, 2009 lesson (between 00:28 and 00:43). When the
fragment begins, students are engaged in a communicative paired oral activity; the
teacher is interacting with the students, and in (2), responds to an unintelligible student
question by postponing an explanation of the grammar point queried. After ending the
interaction with a positive verbal affirmation (2) and visual closure marker (3), students
continue working and the teacher begins to prepare the next activity, flipping through his
flash cards while walking to the board (4), writing the key word for beginning the next
activity on the board (5), and returning to the normal position from where he addresses
the students (6). As he walks back to this position, he uses a common verbal transition
marker (7 & 8: see Goldsmith, 2008) to indicate that the activity has concluded. The
teacher launches into his explanation of the next activity (9) as students stop speaking
(between 00:38 and 00:41). We see that students have transitioned as they become quiet


and focus their attention (including physical cues, e.g. (10)) on the teacher. Thus, verbal
and physical cues, including student and teacher actions, allow us to determine that the
transition between the student paired activity and the teacher-fronted vocabulary
explanation occurs between 00:37 and 00:41.
After segmenting the data with the process described above, each subdivision was
examined in the context of the larger whole to determine activities. For example, we
consider an uncoded sequence of segments from the first lesson examined, from October
3, 2006, in Figure 1.
Figure 2 Segmented, uncoded data
23:01.7 - 23:29.0
T-fronted discussion, foods from the bakery
23:29.1 - 23:53.2
Framing: importance of articles, explanation of activity
23:53.4 - 24:05.8
T reads list of words once
24:05.8 - 24:28.4
Call and response to present articles for words, T corrections
24:28.4 - 24:45.9
T reads second list of words
24:46.0 - 25:05.8
Call and response with second set of words, their articles
25:05.8 - 25:23.1
Framing: T says now do the activity with a partner
25:23.1 - 28:04.5
Ss paired activity
28:04.6 - 28:08.8
T tells Ss to review articles for tomorrow
10 28:09.9 - 28:21.9
Framing of activity: what is good with what
11 28:21.9 - 29:57.8
T-fronted modeling/soliciting of food pairs (10)
Key: T = teacher, S = student

Fig. 1. Segmented, uncoded data

Although the data is difficult to understand without the context of video and audio, one
can nevertheless see a series of related sub-elements. Sub-activities (1), (2-9), and (1011) clearly deal with different content: (1) discusses food words while (2-9) work with
articles and (10-11) talk about what foods can be paired well together.
A detailed analysis of the sub-activities confirms this. For example, steps (3)
through (6) present a twice-repeated series (3/4; 5/6) wherein the teacher reads a list of
words while students listen (3, 5) and then reads them again while students say the
articles that go with the words (4, 6). The set-up to this activity is presented in (2). The
same activity is continued with a variationdoing it with a partnerin (8), while in (7)
the teacher sets up the partnered activity. Finally, the teacher concludes this activity by
briefly telling students to review the grammatical point focused on for the next day (9)
before beginning to frame the next activity in (10) and modeling it in (11).


Sub-sub-activities were classified as moments within the context of a sub-activity

where the content briefly shifted to a related element. These often included confirmation
checks (that students understood a vocabulary word), clarifications or explanations (of a
given lexeme), pronunciation practices (having students briefly repeat a word in a
teacher-initiated sequence usually lasting less than 10 seconds), and jokes about words or
concepts (that took place within the context of a larger sub-activity). Note that these subsub-activities are not continuous in the flow of the lesson (in contrast to sub-activities,
which are) but rather take place for a few seconds during the middle of a sub-activity;
afterwards, the classroom activity returns to the sub-activity.
In a third step, teacher and (to the extent possible) student gestures and movement
taking place during the class period were also transcribed.

The data: Summary of the two lessons

Length considerations prohibit extended description of the two lessons studied. i (For a
complete description, see Goldsmith, 2008.) Nevertheless, a more detailed description of
the first lesson and a brief description of the second lesson are presented below.
(Numerical references in parentheses refer to length of activities in minutes, seconds, and
tenths of seconds and the activity/sub-activity coding assigned to each moment.)
The first lesson (October 3, 2006) centered around vocabulary for eating,
drinking, and foods; grammatical gender; and reading the practice dialogue employing
the vocabulary in the book. As a warm-up activity (5:25.25 minutes and 25.2 seconds;
1), students discussed what they had done over the weekend, including teacher
scaffolding of useful words (1b), a teacher-fronted discussion of meanings of these words
(1c), a paired activity where students asked what others had done over the weekend (1e),
and a repetition by various dyads of the activity in front of the class (1f).
Students then did a word-chain activity to practice and activate vocabulary they
knew (2:13.2; 2) including framing of the activity (00:54.5; 2a) and a paired game with
words (1:18.7; 2b). A second vocabulary activity (5:27.7; 3) concerned words for eating
and drinking and included teacher-fronted presentation of words (2:08.5; 3a), modeling
of the partner activity (3b,3c) and a partner activity with these words (1:26.8; 3d). The
teacher then framed a Taboo-like game with vocabulary words (1:03.8; 4a), after which


students played Taboo with a partner (3:03.6; 4b). Next, the teacher led an activity
wherein students sorted words into categories (vegetables, fruits, foods in a bakery;
5:03.9; 5), followed by a practice activity about matching pronouns to food words
(4:35.4; 6), which included two teacher-fronted cycles of reading a list of words (6b; 6d)
and then, in call-and-response fashion, having students say their articles (6c, 6e),
followed by a paired activity doing the same (2:41.4; 6g). In a final vocabulary activity
(5:23.0; 7), the teacher framed (7a) and modeled (7b) an activity in which students, first
with the whole class (7b) and then in pairs (1:14.4; 7d) had to say what foods went well
together, followed by a whole-class discussion of this topic (00:50.6; 7e). (See Figure 2
for activities 5-7.)
In the end of the class, students activities were based around the dialogues in their
textbook (8:06.9; 8); these were first teacher-fronted and modeled (3:02.1; 8a), followed
by a call-and response reading of the dialogues (2:53.7; 8b) which included clarification
checks and pronunciation practice, and then in pairs students read and then created a
modified version of the dialogues in the book (1:46.5; 8d). Class concluded by going over
tests students had just taken (7:10.7; 9) and stating the homework (00:13.6; T5).
The second class (November 29, 2006) included a warm-up activity of talking
about the previous days action in pairs (00:37.8; 1) and an activity about different
meanings of the word gehen to go followed by a partnered activity where students
practiced these meanings (6:55.4; 2). In a second part of the class students talked about
houses; a first activity was a description of a dream house and included teacher modeling,
a description of a dream house to a partner, and a few students presenting their dream
houses to the class (7:37.3; 3), while a second activity presented house vocabulary and
then had students give a tour of their house from a floor plan provided, again, first
modeled by the teacher and then with students presenting their own houses to their
partners (16:35.3; 4). Later students used drawings of houses to practice accusative vs.
dative case in describing location of objects/movement (5:51.9; 5) and then the teacher
led an activity about matching verbs to the appropriate case (7:07.7; 6). The class ended
with two minutes of procedural businesspresenting homework, turning in corrected
exams, collecting materials from the days activities, and returning corrected homework
(1:58.0; 7).


This in-depth description of a first lesson followed by a shorter summary of a

second lessons allows us to see the multiple components constituting a given activity
within a lesson and supports the definition of activity proposed in 3.

Organization of classroom time

The entirety of the two lessons was coded based on the type of instruction (teacher
fronted with solicited student interaction, teacher fronted without interaction, and
partner-based) each activity, sub-activity, or sub-sub-activity contained and the degree to
which each was planned (with unplanned moments defined as student questions and the
teachers responses to them, unclear planning defined as the teacher-initiated and -fronted
sub-sub-activities, and all other activities considered planned).

Framing (the teachers

presentation of an upcoming activity) and various sub-sub-activity level processes

(pronunciation practice, sub-sub-level references to a grammatical element, confirmation
checks, and teacher-provided explanations and definitions) were also coded and totaled.
The results of these analyses are presented in Table 4 below.

no interaction

October 3, 2006
Duration Percentage


November 29, 2006

Duration Percentage









































"Planned" subactivities












Table 4. The organization of classroom time

As Table 4 indicates, the classroom in question is an incredibly complicated place

containing many individual moves, which can often be as short as just a few seconds.
Nevertheless, several general conclusions can be drawn from the data.
First, the teacher aims to make the classroom a communicative place, with about a
quarter to a third of classroom time spent in paired speaking activities. These happen on
a frequent basisas the concluding sub-activity in most activitiesand in a high
quantitywith the first lesson containing 7 such activities and the second lesson
containing 5.

As the semester progressesand as students have spent more time

practicing speakingthe teacher allows the length of individual speaking activities to

increase. Nevertheless, however, the teacher still appears to maintain a quick and tight
pacing for these paired moments, as can be seen in the second lesson, when students
repeat the same activity (of commenting on a picture) three times with three different
illustrations (5c; 5f; 5h). Though students only speak for between 60 and 80 seconds on
each picture, the shifting of visual prompts and repetition of the activities allows for more
extensive communicative practice, extending the activity while potentially keeping
students more intrinsically interested (cf. Foster & Skehan, 1996).
Teacher talk is a highly prevalent feature in these lessons, with about 23% of the
class period spent on teacher-fronted non-interactive talk and about half the class period
spent in teacher-fronted interaction. Teacher-fronted interactive activities varied in the
amount of teacher talk involved in them, with some including much more teacher talk
than student talk (indeed, the student talk may have involved just a few confirmation
checks or solicitations of ideas) and others representing teacher-guided, but primarily
student-talking speaking activities (such as the whole-class repetition of an activity
students had done in pairs). It is interesting to note that the percentage of teacher-fronted
interaction decreased between the two lessons (from 51.5% to 44.0%) while the
percentage of partnered activities increased (from 25.6% to 32.1%). This again seems to


reflect the ability for more complex speaking at later periods in the semester, which may
owe to students growing familiarity with the classroom routine or developing abilities to
express gradually more complicated ideas in the target language.
The percentage of teacher-fronted activity in the two lessons remained relatively
constant at 25%. This likely stems from unavoidable classroom management needs: the
teacher needs to present homework, go over tests, distribute papers, present activities that
students are to do, and lead transitions between activities. This also is due in some part to
the necessity of framing activities students will do, yet the amount of time spent on
framing can vary significantly, and it appears that the teacher tries to frame simply and
directly to allow for more time on other kinds of activities (for discussion of framing and
modeling techniques, see Goldsmith, 2008).

Some grammatical and/or vocabulary

instruction is also present in both lessons, notwithstanding the teachers methodology

being based on learning grammar outside of the classroom.
Despite numerous student questions, the teacher seems to keep the class on

plan that is, following the activities he suggests (although we cannot know whether
students are on-task in partner-based activities due to the nature of our data)for the
majority of the class period. The teacher skillfully answers student questions quickly and
with level-appropriate structures and vocabulary, and also uses a variety of strategies to
postpone off-plan questions. For example, at several moments in these two lessons the
teacher says he will explain a point to a specific student after class or tells students that a
vocabulary or grammar point they are asking about comes up in the next chapter. This
allows the teacher to keep nearly 90% of the class on-plan, if we assume that teacherled sub-sub-activities are part of the class plan. They seem to be, since the content
brought up in these sub-sub-activities is often related to learning (repeating ties to a








understanding (e.g. confirmation checks, definitions, and explanations). Thus, having a

plan and deploying various strategies to answer unplanned student questions allows for a
large majority of the class period to stay on-plan.
Finally, we note the average length of time of various sub-sub-activities.
Confirmation checks (in which students usually translate the target word to English) and
the teachers providing definitions in German (or translating an individual word to the


L1) are the quickest of these tools (averaging 7 and 9 seconds apiece, respectively), while
explanations of issues (also in German) last longer (on average, about 18 seconds). Ties
to previously learned grammar elements and pronunciation practices each average 11-12
seconds. As such, we can see that these sub-sub-tools can provide a quick way to tie in to
other content or help assist understanding.

To do so quickly as the teacher does,

however, requires a tight, direct approach to the issue (e.g. what does X mean? Good or
Lets all repeat Y [class repeats]); such a tight pacing may be necessary to be able to
include so many elements (over 100 steps or incidences) within one class period.
Thus, in answer to our research questions, we have seen:
(1) an organization of timing practice wherein one quarter to one third of the class time is
spent in paired speaking activities as the teacher consciously endeavors to minimize
teacher talk;
(2) that a tight pacing of the classroom and deployment of various strategies to present
material and answer (or postpone) student questions quickly may allow for more
classroom time being spent on-plan. While, of course, many studies show that students
do not learn according to the teachers plans but rather at their own pace (e.g. Allwright,
1984), others (e.g. Hyman, 1980) show that teachers fear student questions can lead the
lesson significantly away from the teachers planned goals. If the teacher intends to
maintain the focus on his or her planned activitiesas Hyman argues many teachers
dothe strategies employed by the teacher in this case study provide some methods of
doing so;
(3) that keeping the class on-plan theoretically translates into less side-tracking and
allows for more time to be spent in communicative, paired oral activities. (In another type
of methodology, tight pacing could allow for time on some other kind of activity.); and
(4) that over time the length of speaking activities increases but the number declines,
potentially indicating familiarity with teacher routines or greater abilities to express more
complicated ideas and speak at a higher level in the target language. (Most notably, this
was reflected in teacher-fronted framing of partnered activities decreasing from 105.1%
to 34.1% of the time spent in the partnered activities in the two lessons, respectively.)


Conclusions: Theoretical, methodological, and pedagogical implications

This papers title asks: Why is pacing important? How can we study pacing? and
What are the implications of pacing and time allocation on planning and implementing
individual lessons? Our case study has proven sufficient to begin to answer all of these
Why is pacing important?
This case study has demonstrated that a teachers attention to tight pacing allows for a
distribution of classroom time that favors a diversity and wealth of activitiesand
especially communicative, oral, paired activitieswithin one class period.
How can we study pacing?
The data analysis presented in this article has demonstrated that a variety of tools can be
used to evaluate data on pacing and classroom actions in general; these included
transcriptions and analysis of teacher turns as well as analysis of time (using transcription
software to segment the class into activities and sub-level components).
The results also demonstrate the resilience of video as a tool for observing the
teacher in a classroom. The video and teachers clip-on microphone provided excellent
quality data of the teachers actions in the classroom; these tools were remarkably
unintrusive and also did not involve using classroom time for research purposes (as
interviews and questionnaires often do).
individual lessons?
This study has looked in exceptional depth at two lessons in the classroom, and of course,
this is something that the average full-time teacher probably does not have time to do
every day. However, this study is valuable to teachers in two respects. First, as already
noted, the conclusions of the study distill some ideas of possible ways to pace that a
teacher might choose to apply in the classroom.

Secondly, and perhaps more

importantly, this study offers some suggested frameworks for how a teacher can analyze
his or her own pacing practice. Using the tools described in this paper, the teacher might
choose to evaluate his or her pacing (perhaps informally doing so in a way that is much
less time-consuming and exhaustive than that of the methodology adopted in this


research). As such, a teacher could observe pacing informally in his/her own practice and
decide whether modifying that practice might provide helpful in allowing for alternative
ways of distributing class time.
Furthermore, the teachers practices (see 5, table 3) provided an example of a
pacing methodology that could serve as a model to teachers looking for pacing
suggestions. While this model may be highly dependent on the environment in which it
is employed, and such a model may not work with students of different ages, linguistic
backgrounds, and motivation, or in language classes with a different number of class
hours, nevertheless some elements of the teachers practice may generalize to other
teaching environments and could serve as a model to other teachers.
In conclusion, in addition to developing a framework for examining pacing and
the distribution of classroom time and applying these tools to a case study to see potential
implications thereof, this work has provided definitions of the terminology of the field
and suggested that pacing, sequencing, transitions, and framing can be examined at the
micro-, meso-, and macro- levels. As such, this paper provides an important theoretical
contribution for future work looking at pacing.

Allwright, R. (1984). Why don't learners learn what teachers teach? The interaction
and informal contexts (pp. 3-18). Dublin: Irish Association for Applied
Bitchener, J. (2004). The relationship between the negotiation of meaning and language
learning: A longitudinal study Language Awareness, 13(2), 81-95.
Cambridge: Cambridge University Press.
Cohen, A. D. (1975). Error correction and the training of language teachers. The Modern
Language Journal, 59(8), 414-422.
Corrales, M. (2007). Sweetwater High School Professional Development Community:
Semester 1 pacing guide: AP Spanish language [Electronic Version]. Retrieved
De Fina, A. (1996). An analysis of Spanish bien as a marker of classroom management in
teacher-student interaction. Journal of Pragmatics, 28, 337-354.
Duval Country Public Schools. (2007). Pacing guide--French level 1 (Discovering
French Nouveau, Bleu) [Electronic Version]. Retrieved May 6, 2008 from

Fortin, C. (2008). Elements of great class management: Four steps to a seamless lesson
[Electronic Version]. Retrieved May 5, 2008 from
language performance. Studies in Second Language ACquisition, 18, 299-323.
Gajo, L. (2008). Interaction, types de savoirs linguistiques et types de disciplines
scholaires. Paper presented at the Seminaris de professorat visitant.
Gass, S. M., & Varonis, E. (1994). Input, interaction, and second language production.
Studies in Second Language Acquisition, 16, 283-302.
Goldsmith, J. (2007). Cross-linguistic influence in third language acquisition: New
perspectives on third lanugage learning and teaching. Unpublished B.A. Thesis.
Princeton University.
Goldsmith, J. (2008). Pacing and sequencing within the class hour: A case study of
micro- and meso- level timing traits in the foreign language classroom.
Unpublished M.A. Thesis. Universitat Autnoma de Barcelona.
Grimsley, G. M. (2005). Spanish AP-IB Pacing guide: Washington County Board of
Hyman, R. T. (1980). Fielding student questions. Theory into practice, 19(1), 38-44.
Mackey, W. F. (1965). Language teaching analysis. Bloomington: Indiana University
Markee, N. (2004). Zones of interactional transition in ESL classes. The Modern
Language Journal, 88(iv), 583-596.
Markee, N. (2005). The organization of off-task talk in second language classrooms. In
K. Richards & P. Seedhouse (Eds.), Applying conversational analysis.
Houndmills, UK: Palgrave Macmillan.
Mondada, L., & Pekarek Doehler, S. (2004). Second language acquisition as situated
practice: Task accomplishment in the French second language classroom. The
Modern Language Journal, 88(iv), 501-518.
Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:
Cambridge University Press.
Nunan, D. (1993). Task-based syllabus design: Selecting, grading and sequencing tasks.
In G. Crookes & S. M. Gass (Eds.), Tasks in a pedagogical context: Integrating
theory and practice (pp. 55-68). Clevedon: Multilingual Matters.
Rankin, J. (2005). The role of communicative language teaching in the classroom.
Unpublished invited symposium presentation presented at Kenyon College
interactions in a componential framework. Applied Linguistics, 22, 27-57.
second language learning and performance. International Review of Applied
Linguistics in Language Teaching, 45, 161-176.


Sinclair, J., & Coulthard, M. (1992). Towards an analysis of discourse. In M. Coulthard

(Ed.), Advances in spoken discourse analysis (pp. 1-34). London: Routledge.
comprehensible output in its development. In S. M. Gass & C. Madden (Eds.),
Input in Second Langauge Acquisition. Rowley, Mass.: Newbury House.
B. Seidlhofer (Eds.), Principles & practices in applied linguistics; Studies in

Authors references:
Josh Goldsmith earned his Bachelors Degree in Historical Linguistics and Language Acquisition from
Princeton University and his Masters Degree in Didctica de la Llengua i la Literatura (Teaching of
Languages and Literatures) at the Universitat Autnoma de Barcelona. In addition to researching, he
currently teaches secondary school English-as-a-Foreign-Language at Escola Santa TeresaGanduxer in
Barcelona. His research interests include third language acquisition and third language teaching, CLIL
(content and language integrated learning), multilingualism, task-based learning, information and
communications technology, teacher training, and educational innovations and reform.

Space constraints also prevent inclusion of the pacing guides detailing the allocation of
classroom time from moment to moment in the two lessons studied. However, these tables can be
seen as Appendices A and B in Goldsmith (2008).
The point of studying on-plan and off-plan classroom time is not to imply that one is better
than the other: indeed, many student questions are valuable to the learning process. Rather,
however, this section attempts to describe a few of the teachers strategies used to stay on plan
(when a students question might not be appropriate for the whole class or appropriate to the
lesson at hand).