This week I am going to talk about how to stay in the target language. This is very important to world language teachers. I will explain how I started and the three shifts I made in my classroom.
I couldn’t believe it when I learned that it was recommended that 90% of the time we should use the target language in class. I didn’t know how I would do it. When I started learning more about second language acquisition, I realized that I had no choice. If I wanted my students to acquire the language and develop proficiency, I had to stay in the target language.
Staying in the Target Language: Shift #1
Content That Is Communicatively Driven
If you haven’t read last week’s post, click here to read it. You need to know why sustaining the target language is so important.
The first big shift I had to do in my class was to look at how I approach and design my content. My textbook was centered in grammar concepts and vocabulary lists. Trying to teach this content, I had to ask myself, “How can I teach greetings, colors, and verses?” I needed to shift to asking, “How can I teach this language to my students?”
For example, I didn’t need to teach greetings. I needed to use greetings with my students. So, for level one, the students would use gestures, and then move to single words. Then, they could move to using phrases. I kept it basic, but they started to use the target language.
What About the Curriculum?
You might be asking, “Ok Claudia, but what about the curriculum?” I was concerned about the curriculum also in the beginning. But, if we use the target language, your students will see all of the grammar concepts. They might not say, “Oh, I’m conjugating this.” But, they are comprehending.
Instead of worrying about teaching -ar verbs and clothing items, tell them a story or ask them questions. For example, show a picture of a popular actor and talk about their clothing with your students. Ask them questions. Tell them a story about why certain people wear specific clothing and the story behind it. You will use the verb “to wear” and the names of the clothing. When I changed my thinking, I was excited to use the target language to communicate.
Staying in the Target Language: Shift #2
Use Frequent Language
Do we really need a lot of language to tell stories and have conversations with our students? This was a big shift for me because I thought so. What we can do is focus on being intentional. When students acquire frequent language, they will be able to understand more and their proficiency will develop faster.
Terry Walts identified the seven most frequently used verbs. Mike Peto went a step further and identified 16, called the sweet 16. So, what can you do with these? Put them on posters on the wall.
You will stay in the target language longer if you have them on the walls. Not only will it benefit your students, but it will help you stay intentional. When I’m thinking of a story to tell my students or designing a lesson, I look at these frequent words and use them. I had to understand the importance of the use of frequent words in my class.
You also don’t want to only talk to your students, you want to ask them questions. Having the words on the walls also helps your students use, and learn, them. Putting them on the walls also makes it easier to point to them.
Staying in the Target Language: Shift #3
Slow, Point, & Pause
I’ve learned to be very intentional with my speech and to slow it down. I also point at the word I’m using and pause. This pause is going to allow my students to process all the language. You might think it could be boring for your students, but it’s not really. What I’ve learned is that when I go slow, and point and pause, it creates attention in the class.
Now, of course, you need to ask questions and have brain breaks. But, in the beginning, I needed to slow my language.
So, what am I pointing to?
I spend a lot of time creating posters and putting them on my walls. But, they will do no good if you don’t use them. I walk and point to the words on the posters, or I use my laser pointer.
If I don’t slow down, point to the word, and pause, I could lose some of my students. If it becomes too incomprehensible, classroom management issues begin. So, it’s really important to slow, point, and pause.
Importance of Pointing to Words
Let’s talk a little more about why we should point to the word. It’s important for the students to also know where the words are. I give them support and language so they can use it. I get excited seeing them looking for the word they want to use, whether they’re writing or speaking. Pointing is really important not only for them to understand, but also for them to know that the support is there for them to use.
Next week, I will continue this discussion. But, remember the three big shifts, or ideas, to incorporate in your class; have content that is communicatively driven, use frequent language, and slow, point, and pause.
Want to hear more about these shifts? Click above to hear more on this week’s podcast.
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