Regarding ways for the world language teacher to keep in the target language
100% of the time ...
PRINCIPLE: If the children hear and speak mostly English --- it's an
English class. If they hear and speak mostly Spanish --- it's a Spanish
class.
I usually post an attractive and humorous two-sided laminated sign with
"ENGLISH" on one side and "EL ESPAÑOL" on the other.
Here is a variation of my signs:
At the very beginning of the first class, I play a one-minute "game" with the children. I turn the sign and "code-switch." They catch on very easily. Then I make sure the sign has the Spanish side showing and begin my planned lesson. If I momentarily forget to speak/use the target language, the children in the classroom quickly remind me! I know of another teacher who uses a large medallion around her neck instead of the hanging sign. She claims this keeps the children very focused on her during classtime.
However, I must admit that it is very difficult to keep in the target language when I am feeling ill or tired.
So, first, I always keep contingency activities ready --- reading a story
from a big book or playing lotería. I firmly believe it is so important to
take advantage of the limited time I have with each class (only fifteen
minutes daily for my grade 2-4 groups and only 40 minutes twice a week for
my fifth graders).
Second, I try to plan lessons with Stephen Krashen's "comprehensible input"
thesis in mind. What I present in Spanish must be understandable to the
children without translation. I also must present material that is just a
bit over their "comfort" skill level to get maximum second language
acquisition. I keep a reminder sign* hanging (yes, I am a very visual learner) near my desk where I plan lessons and mentally go over the points on the sign as I plan activities. I keep in mind that I will be especially fatigued at the
end of the day and the end of the week because of my hectic traveling
schedule.
Here's what's on my reminder sign*: (The remarks in parentheses are just to
clarify points.)
HOW TO MAKE INPUT COMPREHENSIBLE
1. Teach essential vocabulary ("magic box," realia, sentence strips).
2. Use manipulatives, props (real, imaginative or imagined), and simple
"scenery" (real or imaginative - i.e. I make a child's "bed" out of three
chairs pushed together) to present context and content.
3. Use correct instructional sequence for asking questions and teaching vocabulary --- who? yes/no? either/or? what? when/where? why/how? (I have never gotten to use this last more sophisticated category with my FLES students.)
4. Use graphs and diagrams.
5. Design cooperative small group and pair activities and role plays (for
firsthand experiences).
6. Use body language/movement, pantomime, and gestures (TPR).
7. Use visuals -- posters, drawings, photos (at least 8-1/2" x 11"),
overhead transparencies (my students love these!) (Students really enjoy
watching the teacher draw freehand -- however well or however poorly -- on
the white/chalkboard or large poster paper).
I have found that if a project, celebration, or cultural concept is too
complex to be taught in the target language, my task is then to simplify it
by breaking it down into smaller, more important components (and eliminating
some less important components!). These final components will be introduced
slowly through a combination of the previous seven points of comprehensible
input. Yes, it does take longer, but I find students learn more this way;
then they and I hear and use Spanish for the most part And, frankly, I am
simplifying the curriculum even more as I approach my fifth year of FLES. I
have just been trying to do too much!!! K*I*S*S* ("Keep it simple,
sweetie!") is my motto for every year!!!
I previously taught ESOL for seven years and had students of many different language and cultural backgrounds (with very few Hispanics). I had to learn quickly my first year (after seeing my beginning level students initially stare back at me with blank faces which meant they understood nothing) that I could teach almost anything in the target language if it was broken down in logical
steps and the input was made comprehensible.
And, of course, regarding ways for the world language teacher to keep in the target language 100% of the time ...
In fifth grade, I use tokens (slips of colored paper) when children are working in assigned small groups in the four corners of the classroom. Children wear nametags with colored dots on them; the groups are evenly leveled and change every quarter. I keep girls with girls and boys with boys in fifth grade because I have found it works better.
First, I write and review essential phrases and vocabulary on the board before the task begins. Each of the four groups gets five slips of colored paper. I randomly wander around the room, listening for use of the target language. If students in a particular group are talking in English WHILE I AM PRESENT, they lose a token. If students are doing especially well in a group, I give them an extra token. The members of the group with the most tokens at the end of the task gets a special sticker (“Silly Stars” from Eureka) to put on the initial page in their “text” (a “FRASES ÚTILES” calendar I made up). They live and die for these!
Another option would be to record the number of tokens earned by each group on an incentive chart and award first, second, and third place prizes after a set period of time. Of course, incentives should be geared appropriately to the age group. Since I am a traveling teacher, I have limited wall space in fifth grade (I teach in the French room), so I make an immediate reward on the spot.
