SUMMER INSTITUTEAUGUST 8 ,2012

CAROL S. DEAN, ED.D.

STRATEGIES TO HELP KEEP YOU IN THE TARGET

LANGUAGE

RESEARCH AND PRACTICE

Why do I need to stay in the target language?

NYSAFLT

“Research has shown that the predominant use of the TL by both the teacher and students in a language classroom benefits the language

learner and promotes second language acquisition…NYSAFLT supports the use of the

TL to the maximum extent possible.”

Available at:http://

www.nysaflt.org/advocacy/position_statements.shtml

American Council on the Teaching of Foreign Languages

“ACTFL therefore recommends that language educators and their students use the target

language as exclusively as possible (90% plus) at all levels of instruction during instructional

time and, when feasible, beyond the classroom.”

From ACTFL Position Paper: “Use of the Target Language in the Classroom,” May

2010 Available at:

http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#targetlang

Double Talk: L1 in the L2 classroom

Virginia M. Scott, Ph.D.Vanderbilt University

Invited presentation at George Washington University

March 2007

The L2 user in the FL classroom:

knows when and why L1 is used in the classroom. understands the difference between code-

switching and translation. works with sophisticated TL texts and discusses

them in L1. [Change the task, not the text.] uses L1 (both intra- and inter-personal speech) to

solve complex grammar problems. writes creatively in the TL and uses L1 for peer

editing.

LESSONS FROM MY STUDENT TEACHERS

How well are we doing that?

Her main method of teaching is TRANSLATION... they translate everyday and have tests every class on translating English

to Spanish. She does not speak a word of Spanish (and this is 10th and 11th grades) besides to say ... take out your vocabulario or let’s go over the verbos... The kids write

and take notes the whole class and translate readings into English.

My CT does not speak very much Spanish at all to the students, but she is aware of that and really wants me to try to speak entirely in Spanish as much as possible to them.  It’s not ideal that they are not used to hearing

Spanish already, but at least she knows and believes they should be...

Later was the LOTE session which focused on using the target language in the classroom. All of the teachers admitted they knew how

important it was but they don't do it as much as they should or would like to. So

they set goals for themselves to gradually use it more each day and they'll be checking up on each other to see how much progress

everyone is making.

 

I got the chance to observe my CT for my 2nd placement in the middle school and she

seems to have a lot of fun with her students.  She was teaching 8th grade and spoke almost exclusively in the TL to them and they knew exactly how to respond and

seemed to understand what she was saying. 

Why don’t we do that more?

“Speak in English.” I am getting so tired of hearing those words.  All of the 9th graders that are in Spanish 3 keep telling me they don't understand anything I am saying and

tell me to speak English.” 

SUGGESTIONS&

DEMONSTRATIONS

How do I do that?

ACTFL’S 8 SUGGESTIONS

1. Provide comprehensible input that is directed toward communicative goals;2. Make meaning clear through body language, gestures, and visual support;3. Conduct comprehension checks to ensure understanding; 4. Negotiate meaning with students and encourage negotiation among students;

5. Elicit talk that increases in fluency, accuracy, and complexity over time; 6. Encourage self-expression and spontaneous use of language; 7. Teach students strategies for requesting clarification and assistance when faced with comprehension difficulties; 8. Offer feedback to assist and improve students’ ability to interact orally in the target language.

My “7” Strategies

#1

Believe it!…and believe that they can!

LEARNER.ORG

A Library of Classroom PracticesJapanese: Daily Routines

#2

Contextualize your lessons

Top down vs. bottom upTeaching with the end in mindTeaching grammar in context

Story-based grammar instruction

PACE Model

P: Presentational modeA: AttentionC: Co-ConstructE: Extension

https://sites.google.com/site/teachingfrenchgrammar/pace-model/pace-in-action-a-sample-lesson

Adair-Hauck, B., & Donato, R. (2002). The PACE Model: A story-based approach to meaning and form for standards-based language learning.

The French Review, 76, 265-296.

#3

Plan your instructional vocabulary

#4

Scaffold your questions

Let’s Practice

Physical responsesVerbal yes or noWhich one? This one or that one? Multiple choiceOnly one right answerOpen-ended; how?Supported opinion; why?

#5

Remember the 3 C’s:

The TL you speak should be…

1.compelling

2. contextualized

3. comprehensible

#6

Strive for “successful” versus

“correct” communication.

#7

Be a model for your students

Model for your students how to keep in the TL.Demonstrate self-correction and

thinking out loudTeach them how to keep you in it.Use your word walls and verb charts.

Speak in the TL with your colleagues.

RECAP

1. Believe it!2. Contextualize your lessons3. Plan your instructional vocabulary4. Scaffold your questions5. Remember the 3 C’s6. Strive for “successful” versus “correct”

communication7. Be a model for your students