{"id":2269,"date":"2017-10-07T10:35:32","date_gmt":"2017-10-07T17:35:32","guid":{"rendered":"http:\/\/www.lynnjohnston.com\/?p=2269"},"modified":"2017-10-07T14:42:07","modified_gmt":"2017-10-07T21:42:07","slug":"core-practice-number-one","status":"publish","type":"post","link":"https:\/\/www.lynnjohnston.com\/?p=2269","title":{"rendered":"More Core Practice Number One"},"content":{"rendered":"

Core Practice #1: Use the Target Language as the Vehicle and Content of Instruction<\/p>\n

Target language instruction should always occur in meaningful contexts. \u00a0For example: comparing and contrasting a cultural perspective after reading or hearing about a product, or discussing leisure time preferences to compare with target cultures, or making, accepting, and rejecting an invitation.\"\"<\/a>Start the year with an explanation of why staying in the target language is so important and follow up with motivational talks throughout the year. Praise students when they make the effort. \u00a0Teach students about the proficiency levels<\/a> and how to move up the proficiency scale as motivation to stay in the target language.\u00a0 \u00a0\u00a0ACTFL_ What_s my Proficiency level _ final<\/a><\/p>\n

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There needs to be an absence of immediate translation to English. \u00a0Otherwise students just wait for the English. \u00a0Incentives like points, perks, privileges are helpful as well as\u00a0consequences for speaking English. \u00a0Try a reward system in which students can earn points for maintaining the target language.\u00a0 I use Free Seat Friday.\u00a0 I strictly enforce my seating chart Monday through Thursday, but if we have a good week using the target language, they get to sit where they want on Fridays.\u00a0 It always amazes me how much they love this litte reward that costs me nothing.\u00a0 When your students speak to you or ask you something in English, give a quizzical look and say you don\u2019t understand.<\/p>\n

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Provide comprehensible input. \u00a0Here is a checklist to use in planning, Denoto’s comprehensible input tool,\u00a0startalk-checklist-1<\/a><\/p>\n

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  1. Create Comprehensible Language-<\/strong>\u00a0The teacher should paraphrase, slow the rate of speech, and define new words using examples instead of translation. (e.g. transportation – plane, cars, taxis, subway, train)<\/li>\n
  2. Create Contexts for Comprehension-<\/strong>\u00a0Use gestures, visuals, objects, drawings, photos, realia, artwork, menus, bus tickets, plastic food, clothing.\u00a0 Make sure students know the topic and the objective of the lesson in advance.\u00a0 Post the daily objectives and refer to them often during the lesson, and evaluate progress toward objective at the end of each class.<\/li>\n
  3. Create Comprehensible interactions with students<\/strong>-Involve the students (e.g., signaling, responding, completing a sentence after meaning has been established, ask questions).\"\"<\/a><\/li>\n<\/ol>\n

    Plan lessons so as to eliminate idle time, which can lead students to chat in English. \u00a0Change seating often so students have a chance to pair up with different classmates. Use activities such as inside\u2013outside circles<\/a> that allow students to practice common expressions and structures in rapid sequence. This also gives the teacher a chance to listen for places where communication is breaking down.<\/p>\n

    Involve students in story telling with techniques like signaling where students hold up a picture, a phrase, make a noise, or do a gesture. \u00a0Have students complete the teacher’s sentences, and respond to questions. \u00a0Start with yes\/no questions then move to either\/or questions, multiple choice, and then the who, what, when, where, and how questions.<\/p>\n

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    Provide phrases to help students negotiate meaning. \u00a0Can you say more? \u00a0I think you are saying…right? \u00a0 So you meant…? \u00a0Post high-frequency phrases around the classroom so students can refer to them if they get stuck.<\/p>\n

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    Teach circumlocution and play circumlocution games. Use common game formats like\u00a0Catch Phrase, Taboo, $25,000 Pyramid, or Password. Or mix them all together like\u00a0\u201c30 segundos\u201d from the Creative Language Classroom.<\/a><\/p>\n

    There are free “Taboo” games in French<\/a>,\u00a0 and Spanish<\/a> on teacherspayteachers.com. \u00a0There are free lists of useful phrases for students in French<\/a>\u00a0and posters in Spanish<\/a>\u00a0and free examples in Spanish<\/a>. \u00a0There is also an app called Head’s up from Ellen Degenerous <\/a>in English and Spanish.<\/p>\n