Core Practice #1 |
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Recently there was discussion about the use of TL in the language classroom. There are many differences of opinion on this topic!
I had the opportunity to attend the #LILL2015 (Leadership Initiative for Language Learning) workshop, sponsored by ACTFL, in Columbus, Ohio last week. I was one of more than one hundred WL educators who learned more about the Core Practices for language learning. Many of these practices were nothing new to us, but what I enjoyed most was the way it was presented, so that we, the leaders that ACTFL hopes us to be, would be able to go back to our schools, districts, and states to share with others. If you’ll indulge me, I’d love to share the Core Practices.
This material and the Core Practices were presented by Dr. Eileen Glisan from Indiana University of PA and co-author of the Teacher’s Handbook: Contextualized Language Instruction. She was a dynamic speaker and though much of this was a review, I found myself engaged and encouraged to share with my colleagues. Much of what I will share with you is directly from the PowerPoint she used (with references). I’ll do my best to explain and give examples. (Please be respectful of others and their opinions. But mostly, KEEP AN OPEN MIND. Don’t knock it until you’ve tried it.)
Without further ado:
Core Practice #1: Use the target language as the vehicle and content of instruction. (Notice it doesn’t say: Use French 90% of the time)
ACTFL has many recommendations for WL teachers and these recommendations are based on extensive research. Let’s face it, these days data rules all, right? In any case, their recommendation is that language educators AND THEIR STUDENTS use the TL as exclusively as possible. This means 90%+ at ALL LEVELS of instruction, during instructional time and, when feasible, beyond the classroom. (see ACTFL Position Statement on Use of the Target Language in the Classroom)
In Glisan’s PowerPoint, she states that “maximum TL use is necessary but not sufficient. It must be accompanied by a variety of strategies to facilitate comprehension and support meaning making.”
She reminds us that according to Stephen Krashen (1982), learners can only acquire language when they hear large quantities of input (i + 1).
She also cites Vygotsky (1986)- Students acquire through meaning-making with others.
Long (1981) and Swain (1995) add to this: When learners hear large amounts of comprehensible input and they are engaged in meaning-making, they understand and retain what they hear and they use it to form their own messages.
Here is what all this means to ME:
As a French teacher in Wisconsin, I know that my students will not hear French outside of the 47 minute period we have each day (or fewer, with our modified block schedule). I think all of our students have a similar experience.
Now, as a child, I acquired English. No one sat me down to verbs (until much later). I learned by associating words with objects, feelings, and sensations. My language was not perfect (and still isn’t!)
My parents spent loads of time pointing out objects, like animals. I’m sure I called cows cats, as we had cats at home. It’s what children do, right? My first word, besides mama and dada, was “pretty.” (My mom worked hard on that!) We do this for our students. Many students leave the WL classroom with an arsenal of vocab, but we want proficiency, right?
My parents never sat me down and worked on speaking sentences. What they did do? They talked to me like an adult, but made these interactions meaningful. I derived meaning based on how they spoke, their tone, their gestures/facial expressions, etc. I didn’t speak simple sentences until I was 3, at least. It took 3 years! Sure I was able to say words much earlier, but I was doing so much more listening than talking. I had comprehensible input and I made meaning. And I made mistakes!
I know that learning anything goes in students’ brain until the exam, then takes a hike soon after. Acquiring a language requires them to use it and make meaning for themselves. Think of it this way: Which do you find more meaningful, someone’s story about eating Amarino’s ice cream in Paris OR experiencing it for yourself by waiting in line, choosing a cone or dish, then choosing your unlimited flavors on a hot day during the canicule? I know which one is more meaningful to me (and delicious!). If we want our students to achieve proficiency, we need to take the time to use it and provide context and meaningful, cultural content.
Dr. Glisan provides us with these caveats about TL use:
There are three categories. Here is the checklist:
Category 1: Creating Comprehensible LANGUAGE
-The teacher involves the students in presenting new material in several ways and does not just lecture to the class (e.g., signaling, responding, cuing sentence completion after meaning has been established, asking for elaboration, opinions, ideas).
-The teacher uses question sequences that begin with yes/no questions, move to forced-choice questions, and end with open-ended, WH-questions.
-The teacher provides useful phrases to help students negotiate meaning, such as asking for repetition, asking for clarification (Can you say more?), checking their comprehension (Do you mean…?), and confirming their understanding (I think you are saying… Am I right?)
I think you will agree that this is a lengthy checklist and it might seem overwhelming to teach 90%+ right away. Let’s face it: It’s exhausting and overwhelming! But hey, I see three categories. Start with the first category. Work on that one. Increase your language use by 10%, see how it feels and what adjustments need to be made, evaluate, assess, reflect, and make a new goal. Start incorporating category 2. Then 3. Before you know it, you’ll feel more comfortable and it will be second nature.
My biggest concern was getting students to stay in the TL. I mean, I was doing okay, but they just weren’t last year. Here are some suggestions from Glisan that I’m going to be using this year:
Okay, so when can we use the L1 according to the experts?
So your take-aways are:
Now I have questions for you. Answer them in the comment section below or use them for personal reflection.
Recently there was discussion about the use of TL in the language classroom. There are many differences of opinion on this topic!
I had the opportunity to attend the #LILL2015 (Leadership Initiative for Language Learning) workshop, sponsored by ACTFL, in Columbus, Ohio last week. I was one of more than one hundred WL educators who learned more about the Core Practices for language learning. Many of these practices were nothing new to us, but what I enjoyed most was the way it was presented, so that we, the leaders that ACTFL hopes us to be, would be able to go back to our schools, districts, and states to share with others. If you’ll indulge me, I’d love to share the Core Practices.
This material and the Core Practices were presented by Dr. Eileen Glisan from Indiana University of PA and co-author of the Teacher’s Handbook: Contextualized Language Instruction. She was a dynamic speaker and though much of this was a review, I found myself engaged and encouraged to share with my colleagues. Much of what I will share with you is directly from the PowerPoint she used (with references). I’ll do my best to explain and give examples. (Please be respectful of others and their opinions. But mostly, KEEP AN OPEN MIND. Don’t knock it until you’ve tried it.)
Without further ado:
Core Practice #1: Use the target language as the vehicle and content of instruction. (Notice it doesn’t say: Use French 90% of the time)
ACTFL has many recommendations for WL teachers and these recommendations are based on extensive research. Let’s face it, these days data rules all, right? In any case, their recommendation is that language educators AND THEIR STUDENTS use the TL as exclusively as possible. This means 90%+ at ALL LEVELS of instruction, during instructional time and, when feasible, beyond the classroom. (see ACTFL Position Statement on Use of the Target Language in the Classroom)
In Glisan’s PowerPoint, she states that “maximum TL use is necessary but not sufficient. It must be accompanied by a variety of strategies to facilitate comprehension and support meaning making.”
She reminds us that according to Stephen Krashen (1982), learners can only acquire language when they hear large quantities of input (i + 1).
She also cites Vygotsky (1986)- Students acquire through meaning-making with others.
Long (1981) and Swain (1995) add to this: When learners hear large amounts of comprehensible input and they are engaged in meaning-making, they understand and retain what they hear and they use it to form their own messages.
Here is what all this means to ME:
As a French teacher in Wisconsin, I know that my students will not hear French outside of the 47 minute period we have each day (or fewer, with our modified block schedule). I think all of our students have a similar experience.
Now, as a child, I acquired English. No one sat me down to verbs (until much later). I learned by associating words with objects, feelings, and sensations. My language was not perfect (and still isn’t!)
My parents spent loads of time pointing out objects, like animals. I’m sure I called cows cats, as we had cats at home. It’s what children do, right? My first word, besides mama and dada, was “pretty.” (My mom worked hard on that!) We do this for our students. Many students leave the WL classroom with an arsenal of vocab, but we want proficiency, right?
My parents never sat me down and worked on speaking sentences. What they did do? They talked to me like an adult, but made these interactions meaningful. I derived meaning based on how they spoke, their tone, their gestures/facial expressions, etc. I didn’t speak simple sentences until I was 3, at least. It took 3 years! Sure I was able to say words much earlier, but I was doing so much more listening than talking. I had comprehensible input and I made meaning. And I made mistakes!
I know that learning anything goes in students’ brain until the exam, then takes a hike soon after. Acquiring a language requires them to use it and make meaning for themselves. Think of it this way: Which do you find more meaningful, someone’s story about eating Amarino’s ice cream in Paris OR experiencing it for yourself by waiting in line, choosing a cone or dish, then choosing your unlimited flavors on a hot day during the canicule? I know which one is more meaningful to me (and delicious!). If we want our students to achieve proficiency, we need to take the time to use it and provide context and meaningful, cultural content.
Dr. Glisan provides us with these caveats about TL use:
- TL use should always occur in meaningful context.
- TL must occur in the absence of translation to English!
- TL use works both ways- both teacher AND student must be expected to use it.
- Students need incentives to use TL.
- TL is necessary but not sufficient.
There are three categories. Here is the checklist:
Category 1: Creating Comprehensible LANGUAGE
- The teacher paraphrases new words and expressions.
- The teacher slows down the rate of speech for the levels of the students.
- The teacher defines new words with examples rather than translation.
- The teacher uses vocabulary and structures that the students know and builds on them over time (i + 1).
- The teacher uses new words and expressions more than once or twice and enters and re-enters these language elements frequently in the input.
- The teacher signals new words and structures using tone of voice.
- The teacher uses gestures to make new language clear.
- The teacher uses visuals and objects to support comprehension.
- The teacher focuses student attention on the input by making sure students know the topic and objective of the lesson in advance of presentations and discussions.
- The teacher creates a lesson with a meaningful and purposeful context that is relevant to the students.
-The teacher involves the students in presenting new material in several ways and does not just lecture to the class (e.g., signaling, responding, cuing sentence completion after meaning has been established, asking for elaboration, opinions, ideas).
-The teacher uses question sequences that begin with yes/no questions, move to forced-choice questions, and end with open-ended, WH-questions.
-The teacher provides useful phrases to help students negotiate meaning, such as asking for repetition, asking for clarification (Can you say more?), checking their comprehension (Do you mean…?), and confirming their understanding (I think you are saying… Am I right?)
I think you will agree that this is a lengthy checklist and it might seem overwhelming to teach 90%+ right away. Let’s face it: It’s exhausting and overwhelming! But hey, I see three categories. Start with the first category. Work on that one. Increase your language use by 10%, see how it feels and what adjustments need to be made, evaluate, assess, reflect, and make a new goal. Start incorporating category 2. Then 3. Before you know it, you’ll feel more comfortable and it will be second nature.
My biggest concern was getting students to stay in the TL. I mean, I was doing okay, but they just weren’t last year. Here are some suggestions from Glisan that I’m going to be using this year:
- Scaffold: The teacher needs to give students the TOOLS for staying in the TL
- Vocabulary/expressions
- Conversational strategies
- Follow-up in TL after tasks
- Incentives such as grades/points/perks
- License to make errors! They are critical for language acquisition!
- Encouragement/incentives
- Feedback so they can improve
Okay, so when can we use the L1 according to the experts?
- Some interpretive comprehension tasks (listening, reading, video texts) to check for overall comprehension.
- Complicated task instructions
- Brief discussion of TL grammatical form, as in the “C” phase of PACE model (I’ll get to this later.)
- Instructions on assessments.
- Emergency situations.
So your take-aways are:
- Students need to have input in the TL as much as possible.
- Students need to make meaning in and with the TL.
- It’s important that both teachers and students use the TL.
- Make it meaningful!
- Do not translate.
- Provide incentives.
- Start gradually and allow yourself and students to make mistakes.
- Provide students with the tools to succeed.
- Give students feedback.
- Consciously decide prior to the lesson when L1 will be used and let students know ahead of time.
Now I have questions for you. Answer them in the comment section below or use them for personal reflection.
- What is your percentage of TL use?
- What is your students’ percentage of TL use?
- What tools do you provide students for staying in the TL?
- What incentives do you provide?
- How do you provide feedback?
- How do you provide meaningful, cultural comprehensible input?
Resources, Strategies, and Ideas
Some of our colleagues in the French Teachers in the US group on Facebook have provided these insights, strategies, and ideas:
"One of the most effective tools I use to keep students in the TL is quite simple - a sign that I keep clipped to the front board that says "We're speaking English" on one side and "Nous parlons français" on the other. I learned about this technique in my methodology class taught by the amazing Helena Curtain 20 years ago! When used with fidelity from day one, this simple sign helps establish a culture of learning the L2 in the L2, and helps eliminate the confusion of code switching. The students know that English is available when needed, but they must ask permission to speak in English. I teach the students in the first week of French One how to do that. I also ask the class permission to speak in English before turning over the sign. This is important, because you want the students to understand that the sign, and all it signifies, is for everyone's use and benefit.
I have worked with teachers who have scoffed at the idea of using a L1/L2 sign, but then complain that their students never use the L2 in class. Of course, it's more than just the sign. You must anticipate what expressions and words the students will need from the beginning to be successful. You must also work hard to establish the culture within the classroom of staying in the L2 when the sign indicates that. It feels a little like being the language police at first, and it requires effective classroom management with lots of positive feedback when the students stay on track. I find that by the end of the first semester of French One that students self police. They all help each other stay on track.
You must also make sure that you are providing comprehensible input. I am reminded of a student teacher I worked with several years ago who spoke beautiful, flawless French. Her French (and French-like mannerisms) were very impressive to me and the students, but the students didn't understand anything she was doing. She didn't understand how to rephrase and tone things down to be at their level.
With all that being said, it's helpful to provide some talking points as to WHY we learn French in French, rather than learning about French in English. The students and parents need that rationale (and especially for parents who "learned" a second language by strictly memorizing lists of vocabulary and conjugating verbs)."
-Katy Dueppen
"Sometimes it is necessary but try to keep the grammar short and to the point. I "teach" grammar in context... When I am speaking and a student has a question on form (rare) or I ask why I say it like this... Also rare. More commonly as we read I ask why the x is used instead of an s. Or I will answer questions they have based on form. BUT, the average response is 15 seconds.. No more than 30 seconds. If the question is asked then the questioner is ready for an answer...maybe no one else in the room is.
As a die hard grammar lover... Past Russian, french, English and German language learner and all the cases, modes and tenses... It was so hard to modify that love. People are always impressed when you can speak grammar. But it finally dawned on me that only a few of us love grammar... Most of us become teachers of a language. So I do not expect the students to speak grammar but French. No grammar words are memorized. But the concepts. Oh yes they are there and the explanations are there when needed.
It is most difficult to drop the grammar aspect if you are using a textbook as this is the core that authors use to base their chapters. But language doesn't come in chapters. Language is not based on single topics. It is all jumbled, mixed up and confused. And that's the way my students learn it.
I know it works. This year on the IB exam, one student got a 6 and the other a 7 out of 7. Not one has ever received lower than a 5... IB tests for proficiency not perfection. They expect mistakes and my students made them. And this is largely without the grammar lessons. Not until senior year anyway. The spanish teacher does teach using grammar and her students score as well as mine so it isn't all me. But it is possible... My students are living proof."
-Christina Beard
"One of the things I'm focusing on this year is the building of a visual dictionary instead of providing vocabulary lists and giving English definitions.
I love when the kids police themselves! Like when a kid is struggling to find a word so they say it in English, and someone yells out the French word bc they are used to me helping them. Then that student repeats the French and we move on. I've found that after awhile, it really builds a community and the kids like knowing they have the support of their peers if they need help."
-Amanda Howard
"The Teacher's Handbook should be the FL Teacher's Bible.
I think that, in my classroom, I am in the TL about 75 to 80% of the time. For the sake of saving time, I often give directions for some complex tasks in L1.
I provide my students with basic vocab to let me know when they "lose" me. Unfortunately, many are still too shy to interrupt me if they do not understand what I am saying. I also think that input is essential in order to eventually get students to speak in the TL.
I use an awful lot of simplified (although 100% authentic) French, I rephrase things a lot. i also pantomime and draw on the board if necessary. I do frequent comprehension checks and, occasionally, do this via translation (to be 100% sure and to reduce students' stress level.)
My students are supposed to stay in the target language as well, but do it maybe 50% of the time. I have yet to improve this percentage. The only incentive is a "participation" grade (I teach at the college level...). I plan on giving a participation grade more often than the two or three times a semester that I do it.
I try not to overcorrect students when we are involved in a communicative activity geared at fostering fluency. It makes my students more relaxed to know that it's ok to make mistakes. I intervene only when I really do not understand what a student is trying to say (and, believe me, I am a very empathetic listener!)."
-Elisabeth Sauvage-Callaghan
"The "aide-memoire" that I posted (Google place mat and there are lots out there, esp. on TES) really helps them want to produce. You'd think they'd just rely on those but they actually do internalize the phrases they use a lot, so my advice is repetition + usage = learning AND comfort."
-Deb Blaz
"There are lots of strategies for immersion and it takes practice and forcing yourself to stay in target language too. we don't want to move into English for grammar and make it look like we use english for the "important things". when I really have to say something in English I put on goofy glasses as a signal were doing something odd. if they know you'll translate whenever. they'll keep asking for it."
-Kristina Rogers
"One of the most effective tools I use to keep students in the TL is quite simple - a sign that I keep clipped to the front board that says "We're speaking English" on one side and "Nous parlons français" on the other. I learned about this technique in my methodology class taught by the amazing Helena Curtain 20 years ago! When used with fidelity from day one, this simple sign helps establish a culture of learning the L2 in the L2, and helps eliminate the confusion of code switching. The students know that English is available when needed, but they must ask permission to speak in English. I teach the students in the first week of French One how to do that. I also ask the class permission to speak in English before turning over the sign. This is important, because you want the students to understand that the sign, and all it signifies, is for everyone's use and benefit.
I have worked with teachers who have scoffed at the idea of using a L1/L2 sign, but then complain that their students never use the L2 in class. Of course, it's more than just the sign. You must anticipate what expressions and words the students will need from the beginning to be successful. You must also work hard to establish the culture within the classroom of staying in the L2 when the sign indicates that. It feels a little like being the language police at first, and it requires effective classroom management with lots of positive feedback when the students stay on track. I find that by the end of the first semester of French One that students self police. They all help each other stay on track.
You must also make sure that you are providing comprehensible input. I am reminded of a student teacher I worked with several years ago who spoke beautiful, flawless French. Her French (and French-like mannerisms) were very impressive to me and the students, but the students didn't understand anything she was doing. She didn't understand how to rephrase and tone things down to be at their level.
With all that being said, it's helpful to provide some talking points as to WHY we learn French in French, rather than learning about French in English. The students and parents need that rationale (and especially for parents who "learned" a second language by strictly memorizing lists of vocabulary and conjugating verbs)."
-Katy Dueppen
"Sometimes it is necessary but try to keep the grammar short and to the point. I "teach" grammar in context... When I am speaking and a student has a question on form (rare) or I ask why I say it like this... Also rare. More commonly as we read I ask why the x is used instead of an s. Or I will answer questions they have based on form. BUT, the average response is 15 seconds.. No more than 30 seconds. If the question is asked then the questioner is ready for an answer...maybe no one else in the room is.
As a die hard grammar lover... Past Russian, french, English and German language learner and all the cases, modes and tenses... It was so hard to modify that love. People are always impressed when you can speak grammar. But it finally dawned on me that only a few of us love grammar... Most of us become teachers of a language. So I do not expect the students to speak grammar but French. No grammar words are memorized. But the concepts. Oh yes they are there and the explanations are there when needed.
It is most difficult to drop the grammar aspect if you are using a textbook as this is the core that authors use to base their chapters. But language doesn't come in chapters. Language is not based on single topics. It is all jumbled, mixed up and confused. And that's the way my students learn it.
I know it works. This year on the IB exam, one student got a 6 and the other a 7 out of 7. Not one has ever received lower than a 5... IB tests for proficiency not perfection. They expect mistakes and my students made them. And this is largely without the grammar lessons. Not until senior year anyway. The spanish teacher does teach using grammar and her students score as well as mine so it isn't all me. But it is possible... My students are living proof."
-Christina Beard
"One of the things I'm focusing on this year is the building of a visual dictionary instead of providing vocabulary lists and giving English definitions.
I love when the kids police themselves! Like when a kid is struggling to find a word so they say it in English, and someone yells out the French word bc they are used to me helping them. Then that student repeats the French and we move on. I've found that after awhile, it really builds a community and the kids like knowing they have the support of their peers if they need help."
-Amanda Howard
"The Teacher's Handbook should be the FL Teacher's Bible.
I think that, in my classroom, I am in the TL about 75 to 80% of the time. For the sake of saving time, I often give directions for some complex tasks in L1.
I provide my students with basic vocab to let me know when they "lose" me. Unfortunately, many are still too shy to interrupt me if they do not understand what I am saying. I also think that input is essential in order to eventually get students to speak in the TL.
I use an awful lot of simplified (although 100% authentic) French, I rephrase things a lot. i also pantomime and draw on the board if necessary. I do frequent comprehension checks and, occasionally, do this via translation (to be 100% sure and to reduce students' stress level.)
My students are supposed to stay in the target language as well, but do it maybe 50% of the time. I have yet to improve this percentage. The only incentive is a "participation" grade (I teach at the college level...). I plan on giving a participation grade more often than the two or three times a semester that I do it.
I try not to overcorrect students when we are involved in a communicative activity geared at fostering fluency. It makes my students more relaxed to know that it's ok to make mistakes. I intervene only when I really do not understand what a student is trying to say (and, believe me, I am a very empathetic listener!)."
-Elisabeth Sauvage-Callaghan
"The "aide-memoire" that I posted (Google place mat and there are lots out there, esp. on TES) really helps them want to produce. You'd think they'd just rely on those but they actually do internalize the phrases they use a lot, so my advice is repetition + usage = learning AND comfort."
-Deb Blaz
"There are lots of strategies for immersion and it takes practice and forcing yourself to stay in target language too. we don't want to move into English for grammar and make it look like we use english for the "important things". when I really have to say something in English I put on goofy glasses as a signal were doing something odd. if they know you'll translate whenever. they'll keep asking for it."
-Kristina Rogers
References
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, UK: Pergamon Press.
Long, M. H. (1981). Input, interaction and second language acquisition. Annals of the New York Academy of Sciences, 379, 259-278.
Shrum, J. L., & Glisan, E. W. (2010). Teacher's Handbook: Contextualized language instruction. 4th ed. Boston, MA: Cengage Learning.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Long, M. H. (1981). Input, interaction and second language acquisition. Annals of the New York Academy of Sciences, 379, 259-278.
Shrum, J. L., & Glisan, E. W. (2010). Teacher's Handbook: Contextualized language instruction. 4th ed. Boston, MA: Cengage Learning.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.