Modern Language Class as a Light Bulb

I compare the modern language classroom to a  light bulb.  The light bulb burns brightly when the teacher speaks in the  modern language.  The bulb dims each time the teacher uses English. Likewise, when students communicate ideas and feelings in the target language, the bulb burns brightly. When students do low level activities such as vocabulary translation activities or do grammar for grammar’s sake, the bulb dims.

The light bulb image appeals to me since most modern language students only hear or use the modern language in the classroom. The rest of their day is in target language darkness.

How bright is your modern language class bulb?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking for beginning students. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities for students to do on their smartphone or tablet, http://bit.ly/tsmash

 

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Create a modern language final using Can-Do Statements

At this time of the year many college  modern language teachers are preparing their students for finals. Some finals test the textbook while others test certain language skills.

Many modern language finals reveal very little about the actual proficiency of the students. The final in one school district or college probably differs in content from the final in another school district and from state to state. Such finals may not represent language proficiency but represent translation skills, discrete vocabulary learning, discrete non-contextual grammar learning at a low level and random cultural facts. Modern language teachers benefit from a national standard to use so they can truly evaluate their students’ proficiency against other students’ proficiencies.The NCSSFL-ACTFLCan-Do statements serve such a purpose.

When teachers compare their finals to the Can-Do statements for their level, they may discover that they are testing on items that ACTFL says students should not be proficient in. For example, a beginning college class may have a  past tense, the preterite, questions on the final. Students in a beginning level may only reach Novice High and talking in various time frames does not show up until Intermediate High; therefore, students cannot be tested on the preterite. On the other hand, students may be tested at a lower level than ACTFL states. When students read in the target language, they are expected to respond in the target language. ACTFL does not include “translate into English” in any of the reading Can-Do statements.

Also, teachers may find that their final does not focus on language functions as NCSSFL-ACTFL Can-Do Statements do.  A Can-Do based final represents real-life language use, not isolated discrete statements. The final reflects the various language functions for that proficiency level. For example, at the Novice Mid level, can students describe their family and friends? At the Novice High, can students complete map directions based on an actual map?

Does your modern language final show what your students Can-Do according to NCSSFL-ACTFL Can-Do statements?  Or is it a grammar-vocabulary tests of discrete items?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking for beginning students. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities for students to don on their smartphone or tablet, http://bit.ly/tsmash

 

 

Unrealistic Expectation for Students’ Grammatical Perfection in Modern Language

In addition to teaching college Spanish, I also teach a college English course, Writing Essays Through Literature.  My literature is all Hispanic-translated literature. My English students are native USA citizens.  They have lived in an English-speaking environment all their lives.  They have gone through twelve years of school in which all their classes were conducted in English. They have had twelve years of English classes. My students are at least 18 years old.  However, they still make many English grammar mistakes in their writing such  as subject -verb agreement,  sentences without verbs, incorrect past tense forms, pronoun errors, etc.

Based on my English teaching experience with native English speakers and their mistakes in their native language, I realize that  we modern language teachers cannot expect our students in the modern language to be grammatically perfect no matter what their level.  Even four years of a language course is not equivalent to eighteen years in the native language!

We can change our focus from grammar perfection to communicating various language functions. Knowing how much something costs is much more important to daily communication  than knowing the present progressive irregulars verbs. Being able to ask directions is more essential language skill than knowing each stem changing verb. Let’s ask ourselves “What are the most critical language communication functions to survive and communicate in the language?” and then change our class time from a major focus on grammar  perfection to a major focus on  language functions as indicated in the NCSSFL-ACTFL Can-Do Statements

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking for beginning students. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities for students to don on their smartphone or tablet, http://bit.ly/tsmash