1. SUMMER INSTITUTE AUGUST 8,2012 CAROL S. DEAN, ED.D. STRATEGIES TO HELP KEEP YOU IN THE TARGET LANGUAGE

2. RESEARCH AND PRACTICE Why do I need to stay in the target language?

3. NYSAFLT “Research has shown that the predominant use of the TL by both the teacher and students in a language classroom benefits the language learner and promotes second language acquisition…NYSAFLT supports the use of the TL to the maximum extent possible.” Available at: http://www.nysaflt.org/advocacy/position_statement s.shtml

4. American Council on the Teaching of Foreign Languages “ACTFL therefore recommends that language educators and their students use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom.” From ACTFL Position Paper: “Use of the Target Language in the Classroom,” May 2010 Available at: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#targetlang http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#targetlang

5. Double Talk: L1 in the L2 classroom Virginia M. Scott, Ph.D. Vanderbilt University Invited presentation at George Washington University March 2007

6. The L2 user in the FL classroom: knows when and why L1 is used in the classroom. understands the difference between code-switching and translation. works with sophisticated TL texts and discusses them in L1. [Change the task, not the text.] uses L1 (both intra- and inter-personal speech) to solve complex grammar problems. writes creatively in the TL and uses L1 for peer editing.

7. LESSONS FROM MY STUDENT TEACHERS How well are we doing that?

8. Her main method of teaching is TRANSLATION... they translate everyday and have tests every class on translating English to Spanish. She does not speak a word of Spanish (and this is 10th and 11th grades) besides to say... take out your vocabulario or let’s go over the verbos... The kids write and take notes the whole class and translate readings into English.

9. My CT does not speak very much Spanish at all to the students, but she is aware of that and really wants me to try to speak entirely in Spanish as much as possible to them. It’s not ideal that they are not used to hearing Spanish already, but at least she knows and believes they should be...

10. Later was the LOTE session which focused on using the target language in the classroom. All of the teachers admitted they knew how important it was but they don't do it as much as they should or would like to. So they set goals for themselves to gradually use it more each day and they'll be checking up on each other to see how much progress everyone is making.

11. I got the chance to observe my CT for my 2nd placement in the middle school and she seems to have a lot of fun with her students. She was teaching 8th grade and spoke almost exclusively in the TL to them and they knew exactly how to respond and seemed to understand what she was saying.

12. Why don’t we do that more?

13. “Speak in English.” I am getting so tired of hearing those words. All of the 9th graders that are in Spanish 3 keep telling me they don't understand anything I am saying and tell me to speak English.”

14. SUGGESTIONS & DEMONSTRATIONS How do I do that?

15. ACTFL’S 8 SUGGESTIONS 1. Provide comprehensible input that is directed toward communicative goals; 2. Make meaning clear through body language, gestures, and visual support; 3. Conduct comprehension checks to ensure understanding; 4. Negotiate meaning with students and encourage negotiation among students;

16. 5. Elicit talk that increases in fluency, accuracy, and complexity over time; 6. Encourage self-expression and spontaneous use of language; 7. Teach students strategies for requesting clarification and assistance when faced with comprehension difficulties; 8. Offer feedback to assist and improve students’ ability to interact orally in the target language.

17. My “7” Strategies

18. #1 Believe it! …and believe that they can!

19. LEARNER.ORG A Library of Classroom Practices Japanese: Daily Routines

20. #2 Contextualize your lessons

21. Top down vs. bottom up Teaching with the end in mind Teaching grammar in context  Story-based grammar instruction

22. PACE Model P: Presentational mode A: Attention C: Co-Construct E: Extension https://sites.google.com/site/teachingfrenchgrammar/p ace-model/pace-in-action-a-sample-lesson https://sites.google.com/site/teachingfrenchgrammar/p ace-model/pace-in-action-a-sample-lesson Adair-Hauck, B., & Donato, R. (2002). The PACE Model: A story-based approach to meaning and form for standards-based language learning. The French Review, 76, 265-296.

23. #3 Plan your instructional vocabulary

24. #4 Scaffold your questions

25. Let’s Practice Physical responses Verbal yes or no Which one? This one or that one? Multiple choice Only one right answer Open-ended; how? Supported opinion; why?

27. #5 Remember the 3 C’s: The TL you speak should be…

28. 1. compelling compelling

29. 2. contextualized

30. 3. comprehensible

31. #6 Strive for “successful” versus “correct” communication.

32. #7 Be a model for your students

33. Model for your students how to keep in the TL.  Demonstrate self-correction and thinking out loud Teach them how to keep you in it. Use your word walls and verb charts. Speak in the TL with your colleagues.

34. RECAP 1. Believe it! 2. Contextualize your lessons 3. Plan your instructional vocabulary 4. Scaffold your questions 5. Remember the 3 C’s 6. Strive for “successful” versus “correct” communication 7. Be a model for your students