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?

World Language Fantastic 40 Minutes: From Translation to Communication

Students are in a world  language class for forty minutes five times a week or  40 minutes x 5 days = 200 minutes; 200 minutes/ 60 minutes in an hour  = 3.33 hours a school week.  These fantastic forty minutes are the only time that the world  language students can listen to their teachers speak the target language and react to the teachers and the only time the students can communicate in the target language and have other students react. During a five day school week of 120 hours (5 day x 24 hours), the students spend only 2.75% of their time in world language class. That extremely small number means that world language teachers have to maximize communication time in the classroom.

How much target language do your students hear during the Fantastic 40?  How much target language do your students speak during the Fantastic 40?  Could someone mistake your modern language class for an English class due to the large amount of English being spoken?

When world language teachers move from translation activities to communication activities, they move closer to the language goal of producing students who can communicate. Instead of having students play a translation game (one students holds up a card with English on one side and Spanish on the other while the partner says the Spanish for the English),  students can say basic sentences. For colors, the students can say the colors of the objects in the class such as “The door is brown.” or they can change it into a question activity such as “The door is brown, right?” or “Is the door brown?”  The teacher provides the sentence structure and then the students create the sentences that their partner answers/responds to. The students use the colors to describe or ask about their class; they communicate basic information. They use the colors for communication instead of for translation games.

How much world language do you use during the Fantastic 40 in you class?  How much do the students use? Do they use words for communication instead of translation?

At http://bit.ly/tpthtuttle,  I have  5 any language  picture speaking activities; 25+ ready-to-use Spanish structured speaking activities (including 5 Can-Do ones) for beginning students; and numerous Spanish students-as-investigators cultural activities.

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 the book,  Improving Foreign Language Speaking Through Formative Assessment.

 

Two Different Language Learning Approaches: Self or Survival

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?

At http://bit.ly/tpthtuttle,  I have  5 any language  picture speaking activities, 25+ ready-to-use Spanish structured speaking activities (including 5 Can-Do ones) for beginning students and numerous Spanish investigation cultural activities.

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)

 

 

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

 

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/

 

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/

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/

 

Beginning of Year Modern Language Review for Upper Levels

Many modern language teachers start off the school year with a review for their Level 2, 3, 4 and 5 students . Usually, these teachers have the students review grammar or vocabulary. Often, the  teachers focus on the subgoal of learning vocabulary and grammar but not on the big goal of improving oral communication;  the teachers can begin the year with a review of oral communication. ACTFL Proficiencies and, particularly, the Can-Do Proficiency Statements focus on communication, not discrete grammar or vocabulary.   For example, modern language teachers can have their students work in pairs. One student in the group asks a common topic from a communication card. such as home, school, leisure time activities, food, etc. The partner answers the question and the asking student verifies that the answer is close to the written most likely answer.  When the teacher has the students review the communication cards, the students are also reviewing vocabulary and grammar but they are reviewing vocabulary and grammar in context of meaningful communication.

Another activity involves the students looking at a picture for a common topic such as home, school, leisure time activities, food, etc . The students either ask questions about the picture that their partners answer or they  role play two people in the picture.

In addition, as students who are involved in the communication activities mark down how many sentences their partner says or asks and their partners write the same thing for them. In this way the students are also reviewing their fluency to see if they’re at the same high level of fluency that they were at the end of the last year. They set their base line for improvement for this year.

Students want to find out about each other and they like to ask questions about interesting target language pictures; such communication activities allow them to do that. Students like to compete against their own fluency scores.  Students often become bored by doing  isolated non-contextual grammar or vocabulary review activities.

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

Two ebooks, 90 Mobile Learning Modern Language Activities and Modern Language Proficiency: Can-Do Strategies, are available at 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/

 

Reflection on Students’ Modern Language Success Using Can-Do Statements

Although I try to reflect during the semester/ year on what I can do to improve my students’ modern language  success, I find that the end of the semester/year allows me a bigger picture of their success. This semester I gave  the NCSSFL-ACTFL Can-Do Statements to my college beginning Spanish students at the start of the semester. I used a reformatted form which had the Novice Level on one side and the Intermediate on the other. Students checked off what they felt they could do.

During the course, I extended the textbook material  to cover the Can-Do Statements. I modified the tests to include more assessment of these Statements. I gave them the NCSSFL-ACTFL Can-Do Statements at mid-point for their self-assessment.  Many students, especially students who had never taken a language before, were amazed at their progress. They realized that they still had much to learn before they could function in many world situations.

At the end of the semester, I gave out the Can-Do Statements for self-assessment again.  I asked the students to comment on their ending results. All students had mastered at least 85% of the Novice level. They could not do the statements that requirement different tenses since we only cover the present tense in beginning Spanish.  Many could do numerous statements on the Intermediate Level. They were very aware of their language growth in the course. I gave a supplementary speaking final to assess how well their self-assessment was realistic. 95% of the students exceeded my expectations.

The Can-Do Statements provide built-in reflection as to the students’ progress. I have a plan for how to help the students do an even better job of meeting the very real-world Can-Do  Statements. 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

Modern Language Proficiency – What does it mean?

What does proficiency mean in the modern language classroom? Proficiencies are defined either by the state curriculum such as the NYS checkpoint A, B, or C or by the ACTFL proficiency standards / NCSSFL-ACTFL Can-Do Statements.

Proficiencies do not refer to individual  activities such as  translating a word from English to the modern language nor doing a verb conjugation. A proficiency is not identifying the forms of a verb. A proficiency is not saying the names of  the family members in the modern language from a list of English words.  A proficiency is not pronouncing places. The ACTFL Can-Do statements do have a Grammar proficiency section. Grammar is integrated in meaningful ways such as Interpersonal Communication  Intermediate High- I can participate with ease and confidence in conversations on familiar topics..in various time frames.”

Proficiency refer to the student’s ability to communicate such as speaking  at the Interpersonal Communication Novice Mid level – “I can communicate basic information about myself and the people I know”  as the student says “something about the members of my family  and ask about someone’s family”. When students demonstrate this communication, they have shown a specific speaking proficiency. With the NCSSFL-ACTFL Can-Do Statements, students can see their achievements as they accomplish more  proficiencies. Since the Can-Do statements divide up the big level of Novice into three subcategories and each subcategory has numerous proficiencies, students can see progress as they go from Novice Low to Novice Mid to Novice High.

For our students to be proficient in the modern language, we will want to quickly move them from the low subskills of vocabulary and grammar to the proficiencies of language for communication. The more we have them use the modern language for real life purposes, the more proficient they become.

What do you mean by proficiency?

By early May, my book, tentatively titled,  Modern Language Proficiency: Can-Do Strategies will be published at Smashwords. It contains many strategies for developing  Can-Do proficiencies for speaking,  listening, reading and writing;it also has  sections on vocabulary, textbook and mobile; the major emphasis is on speaking. Each strategy contains a Can-Do statement and a sample activity.

To help your beginning and more advanced students move toward spontaneous speaking which students need as they climb the Can-Do statements. 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