Promoting Conversations by Two Sentences a Day

I used to teach Spanish in a public school but, having retired, I teach it at a community college. I have three fifty minute classes a week. So far I have had nine classes.

My students have learned at least two sentences or questions each day so that they can have a conversation of at least 18 statements/questions.We started out with greetings, introductions, and added more statements or questions each day. Each day we review the whole conversation and add more to it. After we have practiced the conversation with it in a PowerPoint, I turn off the screen and have them say the conversation in pairs. After the greetings and introduction, they can ask and answer the questions in any order. It is amazing to hear them talk for over two minutes without looking at any notes or the book and ask personal questions such as How are you? What are you like (personality)? Where are you from? How old are you? Are you a romantic? What time is your English class? What is the name of your English book? How much does it cost? How is the class? How many students are in the class? Do you like the class?

I teach high frequency questions that can be easily modified. The question are slightly modified from ones that the students have identified as being important for that topic.

How much of a spontaneous conversation do your students have each day?

There are over 40 highly structured speaking activities at http://bitly/ml

Real Life Conversations in World Language, Not Textbook Topic Conversations

World language textbooks do not have real life conversation in any meaningful order. For example, in a college textbook the food unit and the question “How much does it cost?” are in the last chapter covered in the semester. Students wait for over four months to learn the foods and how to say “How much does it cost?”  However, if a person actually went to a world language country that person would have to use food vocabulary and the question “How much does it cost?”  on the first day!  A textbook topic such as “the classroom” is not critical to a real life conversation and yet is is often a very early chapter in many tesxtbooks.  Many textbooks use  topics that do not produce real life common language conversation; these textbooks prevent students from being able to have a realistic conversation with someone outside the classroom.

Do your students learn critical vocabulary for real-life conversations or do they learn vocabulary for classroom based conversations?

At http://bit.ly/tpthtuttle,  I have  5 any language  picture speaking activities and 25+ ready-to-use Spanish structured speaking activities (including 5 Can-Do ones) for beginning students; and numerous students-as-investigators cultural activities(modern language culture).  At  http://bit.ly/tsmash, I have two ebooks, Modern Language Proficiency: Can-Do Strategies and 90 Mobile Learning Modern Language Activities (mainly speaking and culture).At http://bit.ly/tuttlebks, I have a book, Improving Foreign Language Speaking Through Formative Assessment.

Enough Meaningful Modern Language Vocabulary to Communicate

Some textbooks provide the students with just a few vocabulary words so the students can practice the grammar point of the unit. For example, the textbook presents the verb “to be” and then provides five places the students can be. However, the students usually want to say a real place that they can be, not the ones that the textbook has selected for them. A textbook needs to offer students many vocabulary words so that the students can select those words that have meaning for them, that help the students to express what they want to say about the topic.  When students engage in meaningful communication, they use words that are important to them.

Students can have active vocabulary, i.e. words that can use  to communicate about themselves, family or friends and passive vocabulary, i.e. words that they can recognize when heard or read. I usually present my students with long lists of vocabulary for a topic and ask them to recognize all the words in the list but to be able to actively use at least six of the words to describe themselves, family or friends. For example, when  I present personal adjectives, they have a long list. I quickly pronounce the words and have them pronounce the words. Then, the students  scan the list to find words that actually do describe themselves, their  father/mother, brother/sister or a close friend. They “study” those words.  They prepare to describe themselves, family and friends. As they listen to other students describe themselves, family or friends, they passively hear many other adjectives.

Students can learn a handful of words that accurately describe themselves, family and friends. On the other hand, when teachers give students a list of thirty or more words for a topic and require the students to actively learn all the words, students often do poorly. Such a long list is not productive nor meaningful to the students.

Do you supply your students with sufficient vocabulary that they can communicate what they want to about the topic, not what the textbook wants them to talk about?

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, http://bit.ly/tsmash

 

What do modern language tests reveal about speaking?

Modern language students know that tests are important. They know that the tests measure what the teacher considers to be  important.

If students have a unit test that does not include a speaking component, then the students learn that speaking is not important.  If the students have a speaking test, they know that speaking is important. If students have four unit  tests worth 20 points and a speaking test worth ten points, then they discover that speaking is only worth half of what the other tests are worth.

Likewise, if students only have speaking tests at the midterm and at the final, they learn that these tests are not as important as the other tests that they have at the end of each unit. The regularity of the testing adds to its importance to the students.

In addition, the type of speaking test reveals the teachers’ priorities. If students have to memorize some lines of a conversation and repeat those lines, then the teachers’ emphasis is on mechanical or memorized speaking, not the interactive spontaneous communication of real life. In the same manner, if the teachers grade primarily on the grammatical correctness of each utterance, they focus on grammar, not communication.

A suggestion for changing speaking tests is to incorporate speaking “tests” into daily classroom speaking. As students speak with partners, the partners record the number of sentences that they say. After they are done speaking, the partners tell them the number of sentences and suggest other topics that the speakers could have included. For example, a student may describe a family member to his/her partner.

What do your tests reveal about the importance of speaking?

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. Students work in pairs to communicate and they usually assess each other.

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, 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/

 

NCSSFL-ACTFL Can-Do Statements: How Proficient are your Students?

My slideshare in which I describe what the NCSSFL-ACTFL Can-Do Statements are, their benefits and suggestions for use based on my classroom use of them.

http://www.slideshare.net/hgtuttle/ncssflactfl-can-do-how-proficiency-are-your-students

My two ebooks,Modern Language Proficiency: Can-Do Strategies and  90 Mobile Learning Modern Language Activitiesare available at http://bit.ly/tsmash

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity. Also, at the same site,  I have 30+ 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.

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/

 

Modern Language Mobile Activities for Pair or Small Groups

Many modern language teachers do not use mobile learning in their class because they worry that not every student has a mobile device. However, the modern language classroom is a cooperative environment. As long as at least half of the students have a mobile device (and they do according to Pew 2012),  then students can work in pairs. Even if only a third of the students have mobile devices, then students can work in small groups of three.

For example, in pairs or triads, the modern language student who has a mobile device finds a picture of a family member or friend on the mobile device. The other people in his/her group ask questions in the target language about the person in the photo.  When the partner has a turn, that partner looks at a different picture of a person and tells information about the person.The person with the photo confirms or negates the information.

In pairs or traids, world language students can take a series of five pictures that tell a story by using one student’s mobile device.Then, they combine with another group. The other group narrates the first group’s story and the first group adds any other information to the story. Then they switch roles.

Additionally, in their pair or triad, they look at an Internet image search of a city or town in the target language area.They say a sentence in the target language for the first fifteen different pictures. Each sentence proves unique information. Beginning students can say basic sentences  such as “It is tall.”

How do you use mobile devices in your class to promote student speaking?

I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking at http://bit.ly/tpthtuttle.
The following ebooks are available at http://bit.ly/tsmash

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

 

 

Modern Language Proficiencies: Can-Do Strategies

Modern Language Proficiencies: Can-Do Strategies

Certificates of Modern Language Speaking

The awarding of badges for successful achievement  of a learning goal has become very popular in education.  I have modified badges into certificates and, specifically, certificates of speaking for my beginning Spanish students.

I design a specific speaking task such as orally answering ten written questions about a previously unseen picture in two minutes. These questions cover very basic questions such as “Where is the person?… How old is the person?..”  The students orally answer each question and their  partners make a slash for each meaningful, appropriate, and comprehensible answer on a score sheet. I do include fourteen questions so that if students cannot figure out how to answer one question, they can skip  it and do another question.  In addition, more advanced students can try to answer all fourteen in two minutes.  When the speaking students have achieved three times of answering the required number of sentences in two minutes,  they  show me their score sheet, sign in on a class list under that certificate, and they receive a certificate.  My certificates are half page certificates and they state the exact speaking achievement such as “orally answered ten written questions about a previously unseen picture in two minutes”.

I tell them that they now have proof of well they are doing in their Spanish speaking for this particular task. They can put the certificate in on their family or dorm fridge, take a picture and email it to friends and relatives, put it on their Facebook page, etc.

I have different certificates for their different speaking tasks.  My students are now working on a family certificate in which they have to say ten different things about a family member. They cannot say the same basic sentence such as “”My father is tall….  My father is strong”; they have to include different verbs or use verbs in different ways.

Many students commented that this is the first time they have ever known how well they do on speaking in the target language  except on a speaking test.

How to acknowledge your students’  achievements in speaking their new  modern language?

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 activities in your classroom with even beginning students when only half the class has mobile devices. It can 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