Communicative or Grammar Textbook Focus: Look at the Grammar

A test of a modern language textbook’s communicative ability is to look at what the book has students do with the grammar after the textbook presentation of the grammar point. For example a Spanish textbook may supply the forms of the verb ser and then give the rules for using ser. The book may give one or two examples of origin such as “I am from Argentina.” Or they make have a sentence or two example to show that ser is used with occupations such as “Sr. Ríos es dentista”. The book may explain ser being used for identification with a sentence such as “It is a backpack.

Does the book provide the modern language students with enough vocabulary to be able to talk about themselves, family or friends using the verb? Does the textbook provide the critical questions that students might ask using that verb? For example, does it provide the students with “Where are you from?” for origin? Do it provide the question “What is this?” so students can ask the question of identifying something? Furthermore, does the book give numerous countries so students can tell what country they, their parents or grandparents are from so they can realistically answer the question? For occupations, does the book provide numerous occupations so the students can say the actual occupation of family and friends? For identification, do the students have a list of classroom objects so when someone says “What is this?” they can respond, “It is a book”? with things they do see in the classroom?

If the textbook does not supply essential questions or realistic answers for the modern language students to apply the grammar to talk about their own lives or the lives of family and friends, then the book’s focus is grammar, not communication.

Does your textbook have a communicative or grammatical focus?

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 speaking through highly structured or scaffolded, speaking. Students work in pairs to communicate.

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 cultural activities, http://bit.ly/tsmash

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

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NCSSFL-ACTFL Can-Do Statements: Recording Language Proficiency Progress

Frequently, a modern language teacher and  his/her students measure their progress in a course in terms of the chapters covered in the textbook. For example, a teacher might say, “We have just finished Chapter 3.”  However, textbook coverage implies nothing about actual student language proficiency. Likewise, to say that a course covers chapters one through eight of the textbook has no proficiency meaning. However, to say that by the end of the course, the  students have met the Interpersonal Communication Novice Mid level indicates a specific proficiency.

A language proficiency model focuses on the NCSSFL-ACTFL Can-Do Statements.  A teacher states, “By the end of  this unit, in Novice Mid you ‘can ask some simple questions'”. The teacher provides basic instruction and many opportunities for the students to ask and answer questions.

After the students have demonstrated  several times that they can do the  Interpersonal Communication Novice Mid “ask some simple questions”, they place a huge checkmark in front of that Can-Do statement on their Can-Do listing for Interpersonal Communication. They see their language progress in this unit. They have proof  that they have learned new language proficiencies each chapter.

Each new unit teachers can focus on additional Can-Do statements and scaffold their class so that students can demonstrate their new proficiencies. The students continue to show their progress by checking off more and more Can-Do statements.They reach a point where they have checked off  a whole subsection and, eventually, all of the sublevels for a whole level such as Novice Mid. These Can-Do statements serve as their learning progress chart.

How do assess your students’ language proficiency in each unit?

By early May, my ebook tentatively titled Modern Language Proficiencies: Can -Do Strategies  will be available at Smashwords. This ebook covers Can-Do statements and strategies for speaking, listening, reading, and writing plus it has sections on the role of  vocabulary, grammar, culture, textbooks and mobile devices in the development of  these proficiencies. The major emphasis is on speaking.

To help your beginning and more advanced students move toward spontaneous speaking, I have developed 5 Visual activities/games  for any modern language (no words) and have developed 28 Spanish activities for students.  I am developing activities based on the NCSSFL-ACTFL Can-Do Statements. Teacherspayteachers:  http://bit.ly/tpthtuttle

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.You can instantly use these many communication and cultural activities in your classroom with even beginning students when only half the class has mobile devices. It can be downloaded as a pdf.

My three formative assessment books, Improving Foreign Language Speaking Through Formative Assessment, Formative Assessment: Responding to Your Students and Successful Student Writing Through Formative Assessment, are available at  http://bit.ly/tuttlebks

Modern Language Communication vs Grammar Focus: What is Your Focus?

Imagine walking up to a target language  speaker and saying “I talk, you talk, he/she/it talks, we talk, they talk”.  The native speaker would look at you weirdly since you are not communicating. You are reciting grammar.

Furthermore, imagine a native speaker listening to a  person who says , “Yesterday I to buy in store”.  The native speaker would hesitate a little but still understand the person.  However, if the person said, “Yesterday I swam in the store”, the native speaker would have no idea of what the person was trying to say even though the sentence is grammatically correct.

How do you know if you are focusing on grammar instead of on the communication of ideas?

1) A grammar based class  focuses on correctness, not on communicating ideas.  “Did you buy candy yesterday?  Yes, I bought candy yesterday.” has a grammar focus if the teacher  concentrates on the correct form of the past tense of the verb. If the teacher does not want to know more about the candy, then it is probably a grammar exercise.

2) In a grammar based or vocabulary based class, students do not comment or respond to the meaning of statements made by other students.  Communication is an interactive   exchange of ideas. John says, “I like to swim  I do not like to walk.” and  his partner, Jane,  waits her turn to say her two sentences using this specific verb structure.  Jane is not responding to John. She simply waits to talk regardless of what he said. In true communication, John’s partner, Jane would respond to  “I like to swim” with something like “Me, too” or “Where do you swim?” She listens and responds directly to her partner’s statements. She inquires. She interacts with John. She does not just exchange grammar based sentences that have no personal meaning to either speaker.

3) In a grammar based class, more of the textbook pages deal with grammar than anything else. Most of the  class exercises center on grammar.  Most of the workbook or electronic exercises concentrate on grammar. The teacher spends most of the class time in  practicing the grammar.  A teacher can time him/herself during a class to see where he/she spends most of his/her time by writing down each classroom activity and how long each takes.  At the end of class, the teacher totals  the different categories of classroom activities and divides by the total minutes of class.

4) In a grammar based class, the teacher’s main corrections are grammar based, not on how to communicate better.  A grammar based  teacher spends very little time on teaching common responses such as “Me too…Me, neither,  I do not agree” and does not correct students when they do not use these expressions.  The  communicative teacher does spend much time on specifically teaching language functions such as words or phrases for elaboration, inquiry, persuasion and constantly helps students to use these expressions. The teacher’s corrections center on meaning.

5) In a grammar based class, most student responses are short one sentence responses that show the correct verb form.. Or the students say a series of unrelated sentences that use the particular verb form.  In a communicative class, students often elaborate on their responses using multiple sentences.  “Yes, I bought candy. I really like chocolate because it is so sweet. I usually buy five candy bars and I share one with my father.” Each sentence adds more information to the original personal  idea.

6) In a grammar based class, students mainly respond to a specific question or statement. Their speaking is very structured and very controlled.   In a communicative classroom, students spontaneously speak and they can go from topic to topic. Students may start to talk about school, then they talk about the school’s sport team, next they move on to a sports game on TV.  Their conversations resemble a natural conversation with all of its twists.

Is your classroom grammar or communication based?

If you would like to see some communicative activities, I have some available at TeachersPayTeachers http://bit.ly/tpthtuttle (see below).

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle
90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.You can instantly use these many communication activities in your classroom with even beginning students when only half the class has mobile devices. It can be downloaded as a pdf.

I have developed 5 Visual activities/games  for any modern language (no words) and have developed 27 Spanish activities for students to begin to express themselves in the modern language and to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books, Improving Foreign Language Speaking Through Formative Assessment, Formative Assessment: Responding to Your Students and Successful Student Writing Through Formative Assessment, are available at   http://is.gd/tbook