ACTFL’s Interpersonal Level Novice Can-Do statements follow a pattern of having students talking about
self -> family / friends -> community / city.
Most of the Novice level focuses on socializing. In this approach students go from what is most known or familiar to them (themselves) outward (to others). Most modern day textbook follow this approach. This approach assumes that students in the classroom will be talking in the target language to other students about things in their lives.
Another approach is the travel approach where students learn a language to survive in the target language country. This approach concentrates on daily functioning in the language country. Students learn how to order a meal, ask for a hotel room, check on the price of a product, etc. Very old textbooks and travel conversation books follow this pattern. The travel approach assumes that students in the target language country will be talking in the target language to native speakers.
Although students enjoy talking in the target language to each other and learning about each other as in the ACTFL approach, I have found that they feel the geatest sense of achievement when they can do a real-life daily survival task in the language such as “I can ask the price of something.” I try to blend the two approaches. As soon as my students learn the numbers (1-59) in the first unit , I teach them to go from telling time to asking the price of things such as “How much does this soccer ticket cost?” Since I use cultural products in class such as a soccer ticket, the students practice asking and answering how much real things cost. In the ACTFL approach, students cannot ask the price of something until the end of Novice Mid, very near the end of the course.
What approach do you use with your students? What survival skills do your students have even in the beginning level?
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