World Language Students’ Perceptions about Class

While world language teachers may have a certain perception of their courses such as that their students are learning to communicate in the language, students may have a very different perception. College students who were in a beginning level Spanish class that did about fifteen percent of each class in student-to-student conversation were asked at the end of the semester for their suggestions on how to redesign the class in any way they wanted.

Their comments reveal their perceptions of the class:
– At the start of each unit, give the students a packet of all the vocabulary and grammar.
– Instead of having students talk with partners, spend more time covering the textbook information.
– Go over the Spanish words and translations at the end of each class.

Even though the students were in a class that devoted much time to conversations, they still perceived the class as a basic vocabulary, grammar and textbook language class. They did not seem to value conversation in the world language.

What perception do your students have about your world language class?

An activity that can help your students move toward focusing more on communicating in the language is Spanish Friend /Family Member Detailed Description – Partner Talk    Describe a person using guided supplied vocabulary . A packet of 13 beginning student Spanish activities speaking activities about family and friends http://bit.ly/ssfamilysp

 

 

Advertisements

Five Minute Classroom Check

What world language students do in their classroom reveals much about their teachers’ priorities. If teachers say that speaking is a priority and yet their students do not speak / converse in class, then speaking is not really a priority.

Teachers can do an every five minute check to determine what their students are doing in class. At the end of each five minutes, the teachers write down the exact type of activity that their students are doing in the classroom such as “learn vocab,” “tell time to partner,” “do gram. sheet,” “play gram. race” and “talk about classes.” Whenever the class is doing the same activity at the five minute mark, the teachers place a slash after the already written down activity.

After class, the teachers tally up what activities the students did and for how long. This provides a realistic view of what actually happens in the class. Teachers may find that their students spend more time preparing to speak such as learning vocabulary then in actually speaking. Teachers might consider ways to move their students from  “learning about” to “using” language.

World Language and Mobile Learning Apps (Technology)

Do world language students use technology? Do teachers have their students use technology just for drill and practice for vocabulary and grammar?

Students do not need to have fifty, forty, thirty, twenty or even ten apps. Technology is not about collecting apps but about improving student learning through apps. Any app should help the students to reach the higher levels of language use.

Students can use laptops and mobile devices to hear authentic language, read authentic texts, send audio and text messages to native speakers and video chat with native speakers. Technology can bring up-to-the-moment culture of the target language area directly to the students.

The language learners can use their tablet or phone to take pictures of their family, their house,or their outside events so that they can talk about their own lives in class.

Technology should promote language communication (Tuttle, 90 Mobile Learning Modern Language Activities, 2013)

How do you use technology in your world language classroom?

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

Final Modern Language Exams – What real speaking goal?

After I gave a  recent presentation, a teacher talked to me about her June final which the department chair made up.  This teacher stressed that she believes in communication and she wants to prepare her students to communicate with people from the target language.

However, the department final  has a speaking component in which students wrote out a conversation, memorized the conversation, and said the memorized lines. She remembers that last year during the final speaking her students made comments to their partners such as “I can’t remember what we wrote,”  “Say your lines,” and “What comes next?”  All those comments reinforced that the final was not a speaking final but a recital or saying of memorized lines. It had nothing to do with the give and take of a real life conversation.

She remembers that no student displayed any emotion  while speaking except for stress and frustration during the conversation even though they said happy lines (I really like to …) and sad lines (I am sorry). They mechanically delivered their memorized conversation.

She said that the speaking final was so different than the real life conversations her students had in her beginning level class. Often when her students talked about a situation, the students would laugh or smile (That’s my favorite show, too); they would ask more in-depth questions as they heard an answer that interested them (Why do you like the show?)

One of many possibilities is to move to final like a  modified OPI in which someone asks students some general questions and some probing questions.  Another possibility is for two students to spontaneously talk about a previously unknown topic or situation.

What does your speaking final show about your real goals for your students speaking in a world language?

http://bit.ly/mlcomcult has many activities that allow students to interact in the language.

At http://bit.ly/tuttlebks, I have a book, Improving Foreign Language Speaking Through Formative Assessment.

Fluency = Overall World Language Proficiency according to a study

Baker-Smemoe, Dewey, Brown, and Martinsen’s article “Does Measuring L2 Utterance Fluency Equal Measuring Overall L2 Proficiency?  Evidence From Five Languages” in Foreign Language Annals 47-7 (Winter 2014), 707-728  reports on a study done in five languages. They measured elements of fluency using excerpts from ACTFL Oral Proficiency Interviews (OPI) spoken by 86 participants.  Forty participants provided pre- and post OPI speech samples.  All the participants were native English speakers who spoke other languages.

Some of their findings:
– Speech rate seems to be the strongest fluency indicator of L2 proficiency”
– L2 utterance  fluency does not help distinguish among groups at lower L2 levels such as the Novice
– L2  fluency of the number of hesitations and false starts varies not by level nor language but by the  individual speaker.
– Fluency varies by language. Reaching L2 proficiency level in German takes longer than reaching the same L2 level in French for native English speakers.
– Incrememental improvements in L2 proficiency did occurr with concomitant changes in L2 utterance fluency for two of the measures (faster speech rate and longer run length). These two measures also predicted L2 proficiency in general.

If speech rate and longer run length help predict proficiency, how do you help you students develop these in their world language communication in your class?

http://bit.ly/mlcomcult has many fluency activities with fluency boxes for students to record how many sentences they say in a specific time.  Go to top menu – More.

Polyglot Benny Lewis’ advice on learning languages

Bennie Lewis, the Irish polygot,  speaks over 12 languages. He did not start his language learning until he was 21.

When he was in Spain, he took a language courese and it did not work. He tried Spansih language books and that did not work;he  tried software and DVDs and that did not work; he tried to read a book in Spanish and that did not work. After 6 months living in Spain, he could not speak Spanish. He began to speak it and use it all the time and he became fluent.

He states several reasons for not learning a language and why these are not true

—  Don’t have the words- if learning a Romance language, then 10,000 words from English are similar; figure out how to say things. Think of a word that has a cognate: country to nation (nación) and come in to enter (entrar in Spanish). Use Cognates.  Even in a non Romance language use brand name or technology – coca cola,  ipad.

— Can’t learn the vocabulary. Learn  vocabularythrough association- make it more fun – playa = beach in Spanish ( think of a player walking down a beach).

— Don’t know the grammar. Most of language learning in school is grammar, Grammar is a list of rules, it is not language, Language is a means of communication,  More effective is to embrace speaking and speaking wrongly. Speak with many mistakes a day, 100. Start with Tarzan like speak.People will understand you in broken language. After you can speak, then go back and learn the grammar.

— Will make mistakes. People feel like they’re not allowed to use the language, to speak it, unless every conjugation is perfect, every pronunciation is right, they know a thousand words, or whatever it is. They feel they need to know it perfect, and that is a mistake because a language is not like geography or history, a list of facts that you need to cram into your brain. It’s a means of communication, so you can’t study it for five years and then suddenly be able to speak it. You have to be speaking it throughout the entire process. It is a mistake to not be okay with making mistakes.

— Will frustrate the listener. It does not work like that. Frustration over not speaking language is the greater frustration. All over the world people are over joyed that you are speaking their language, they encourage you even though your grammar is bad.

Live the language, it is not locking yourself away with a dusty old grammar book, It is about getting out there and using the language..

Summarized from the following sites:

TEDxSanAntonio – Benny Lewis – Fluent in Three Months – Rapid Language Hacking  https://www.youtube.com/watch?v=HZqUeWshwMs

Benny encouraging language learners on RTE’s The Saturday Night Show  https://www.youtube.com/watch?v=MQFb9_FPPBM

5-brilliant-language-learning-tips-from-benny-lewis-the-irish-polyglot  http://blog.vocapp.com/5-brilliant-language-learning-tips-from-benny-lewis-the-irish-polyglot,140/

Benny Lewis’website  https://fi3mplus.com/premium-3/?_ga=1.261621704.438442521.1440099707

How does your class encourage language learners to communicate in their world language?

Many activities to get your students actively using the language in beginning levels at http://bit.ly/mlcomcult and a list of mobile speaking activities at http://bit.ly/90mlact

Highly Effective World Language Communication Activities

Each student speaks in pairs so that everyone in the class can increase their amount of speaking.

Each student responds without looking at their notes, the handout, the textbook, the classwebsite, or the PowerPoint. They speak spontaneously.

Each student answers real situational or topical questions, not questions designed to illict a specific grammar point.

Each student answers many questions for the same topic so they go in-depth with a topic.

Each student answers many different questions. Often in class, students only get called on a few times.

Each student who answers a question or makes a response can receive formative feedback from the partner who can see a sample answer.

Each student has low emotional stress since the student is asked a question by another student and not the teacher. At the same time, often partners compete against each other to see who can answer the most questions or say the most sentences.

Each student can use the scaffolding of the asked question, the visual, etc. to help become successful in responding.

Modern Language Communication and Culture contains over 40+ communication activities that are ready to use for the classroom. To help you to find an appropriate activity, the activities have been subdivided into Modern Language (visual stories for all languages), Spanish, Can-Do, Groupings, Topics, Culture and Grammar.

Modern Language Communication and Culture Activities

Modern Language Communication and Culture Activities

Which of your activities are highly effective world language communication activities?