TEACHING FOR PROFICIENCY TARGET LANGUAGE USE

1. TEACHING FOR PROFICIENCY TARGET LANGUAGE USE • I can define proficiency • I can explain why target language use in the classroom is key (students, administrators, parents) • I can name at least one strategy that promotes L2 use for each stage of a lesson.

2. Andrea Suarez- MEdVilla Madonna AcademyVilla Hills, KY Spanish and ESL certified P-12 • Spanish native speaker-started leaning English as a foreign language at age 15 • Taught EFL for 10 years in South America. Public and private schools. • Taught Spanish high-school level for three years in the US. • Currently teaching Spanish at VMA K-8 .

3. What is our goal as world language teachers? • Proficiency: ability to use the target language to communicate meaningfully in a spontaneous interaction in an acceptable manner and appropriate to native speakers of the language

4. 2nd Language Acquisition • Krashen’s Monitor Model 1) Acquisition-learning hypothesis. We “acquire” when we are exposed to samples of the 2nd language we understand –same way children pick up 1st language-no conscious attention. We “learn” through conscious attention to form and rule learning.

5. 2nd Language Acquisition 2) Monitor hypothesis: “acquired system” initiates a speaker’s utterance and responsible for spontaneous language use. “Learned system acts as an “editor” or “monitor” making minor changes and polishing what the acquired system has produced.

6. 2nd Language Acquisition 3) Natural order hypothesis : as in 1st language acquisition, 2nd language acquisition unfolds in predictable sequences. Language features that are easy to state (and to learn) are not necessarily the first to be acquired (-s third person singular)

7. 2nd Language Acquisition 4)Input hypothesis: acquisition occurs when one is exposed to language that is comprehensible and that contains i+1. “i”=level of language already acquired . “+1”=language (words, grammatical forms, aspects of pronunciation) beyond that level

8. 2nd Language Acquisition 5) Affective filter hypothesis: metaphorical barrier that prevents learners from acquiring language even when appropriate input is available. “Affect”: feelings, motives, needs, attitudes and emotional states.

9. Every Word Counts: Are you teaching in the target language?by Janine Erickson, ACTFL President Language Educator, August 2009 • “Learning a language in English, rather than the language itself, has been compared to learning to swim without water.” • “...encourage target language use beginning with the very first lesson.”

10. Internalizing the Target Language • “..mere exposure to input in the TL does not entirely guarantee that it becomes internalized in intake.” • “..learners internalize the TL input once they have been given the opportunity to interact with and negotiate the meaning of the input.” (as cited in Arnett & Turnbull, 2002, p. 204)

11. How do we keep the classroom in L2? Surround students with the new language • Visuals, gestures • “Think-aloud” approach to teacher activity • Predictable activities and verbal routines • Caretaker speech (as cited in Curtain & Dahlberg, 2004, p. 34-37)

12. How do we keep the classroom in L2? Monitor and assess target language use • Student assessment that includes TL use-Clipboard-circulate around the classroom • Rewards????? (as cited in Curtain & Dahlberg, 2004, p. 34-37)

13. How do we keep the classroom in L2? Separate native language from target language: • No translation please!!!!-Teach students circumlocution • Remember: our goal is for students to experience concepts through the new language, and NOT THROUGH ENGLISH! • Use signs to indicate which language is spoken: flags/hats/sound/…. • If students ask questions and/or answer in English, respond or rephrase in the TL (as cited in Curtain & Dahlberg, 2004, p. 34-37)

14. How do we keep the classroom in L2? Role of English • Should be intentional and for a purpose • Can I communicate the idea in the TL? • Can I simplify the concept? • Can I find concrete materials, visuals or experiences to make the concept of information comprehensible in the new language? • Substitute teacher? • Is this really important enough to sacrifice valuable time in the target language in order to speak English?

15. How do we keep the classroom in L2? Make language comprehensible • Caretaker speech-simple, direct language • Teacher breaks down directions and new information into small, incremental steps • Teacher makes lavish use concrete materials, visuals, gestures, facials expressions, bodily movement, on the part of both teacher and students. • Model, model, model (at least three times)

16. How do we keep the classroom in L2? Maintain a physical classroom and school environment to support the target language • label classroom, classroom objects • post class schedule, class objectives (I can statements), classroom rules in the target language • hallways displays, bulletin boards

17. How do we keep the classroom in L2? Monitor comprehension • NEVER ask students what you said in ENGLISH! • Signs Yes/No/Don’t understand • 1-5 finger comprehension

18. How do we keep the classroom in L2? Teach functional chunks of language • “Please, may I have” “I don’t understand” “I really like…” “Slowly please” • How do you say? What does….mean?

19. Don’t give up! • Both native and non-native teachers can give up if students show confusion! • It is a myth that it is easier if you are a native speaker. • It is your attitude and planning!

20. WHAT TO DO? • Concentrate on every day language to use in the classroom • If it is difficult to see yourself using the target language almost 100%: observe other teachers-those who use TL Annenberg videos great resource that WL teachers don’t use so much

21. WHAT TO DO? • ...“your natural inclination, especially when your students do not understand something that you have just said, is to paraphrase immediately. However, you should avoid paraphrasing in your second attempt at explaining something. Wait until the third attempt…” (as cited in False, 2006, p. 40)

22. WHAT TO DO? • …“the first time that you say something, the language is just entering the learners’ ears and mind. Students are processing what they have just heard or what they think they have heard….they would like to hear the same or very similar line one more time…second attempt: try to repeat yourself…third attempt: paraphrase words or phrases that that prevent comprehension…” (as cited in False, 2006, p. 40)

23. WHAT TO DO? • Practice with your colleagues if possible • Keep in mind YOU might have been confused too when you were learning a FL • It is OK to make mistakes. It is part of the learning process

24. Examples • Information gap activity: negotiation of meaning LA ROPA • “La gallina ciega” (blind hen) • Make sure tasks are communicative and student-centered

25. ESTUDIANTE # 1 ESTUDIANTE # 1

26. ESTUDIANTE # 2

27. Examples “La gallina ciega” – Blind hen • Divide students in groups • One students is blind folded • The other students describe what the blindfolded student has to draw

28. Let’s work! Lesson stages • Warm-up • Presentation • Practice • Production • Closure Your task: In groups of 4 give examples of how you and your students can use the target language during a lesson (10 min)

29. Questions - I can statements • I can define proficiency • I can explain why target language use in the classroom is key (students, administrators, parents) • I can name at least one strategy that promotes L2 use for each stage of a lesson.

30. References Arnett, K., Turnbull, M. (2002). Annual Review Applied Linguistics, 22, 204-218. Curtain, H.,Dahlberg,C. (2004). Languages and Children Making the Match. False, k. (2006). The Art of Teaching Speaking: Research & Pedagogy for the ESL/EFL classroom. Lightbown, P. , Spada, N. (2006). How languages are learned.