I can define proficiency I can explain why target language use in the

classroom is key (students, administrators, parents)

I can name at least one strategy that promotes L2 use for each stage of a lesson.

Spanish and ESL certified P-12

Spanish native speaker-started leaning English as a foreign language at age 15

Taught EFL for 10 years in South America. Public and private schools.

Taught Spanish high-school level for three years in the US.

Currently teaching Spanish at VMA K-8 .

Proficiency: ability to use the target language to communicate meaningfully in a spontaneous interaction in an acceptable manner and appropriate to native speakers of the language

Krashen’s Monitor Model1) Acquisition-learning hypothesis. We

“acquire” when we are exposed to samples of the 2nd language we understand –same way children pick up 1st language-no conscious attention. We “learn” through conscious attention to form and rule learning.

2) Monitor hypothesis: “acquired system” initiates a speaker’s utterance and responsible for spontaneous language use. “Learned system acts as an “editor” or “monitor” making minor changes and polishing what the acquired system has produced.

3) Natural order hypothesis : as in 1st language acquisition, 2nd language acquisition unfolds in predictable sequences. Language features that are easy to state (and to learn) are not necessarily the first to be acquired (-s third person singular)

4)Input hypothesis: acquisition occurs when one is exposed to language that is comprehensible and that contains i+1. “i”=level of language already acquired . “+1”=language (words, grammatical forms, aspects of pronunciation) beyond that level

5) Affective filter hypothesis: metaphorical barrier that prevents learners from acquiring language even when appropriate input is available. “Affect”: feelings, motives, needs, attitudes and emotional states.

“Learning a language in English, rather than the language itself, has been compared to learning to swim without water.”

“...encourage target language use beginning with the very first lesson.”

“..mere exposure to input in the TL does not entirely guarantee that it becomes internalized in intake.”

“..learners internalize the TL input once they have been given the opportunity to interact with and negotiate the meaning of the input.”

(as cited in Arnett & Turnbull, 2002, p. 204)

Surround students with the new language

Visuals, gestures

“Think-aloud” approach to teacher activity

Predictable activities and verbal routines

Caretaker speech

(as cited in Curtain & Dahlberg, 2004, p. 34-37)

Monitor and assess target language use

Student assessment that includes TL use-

Clipboard-circulate around the classroom

Rewards?????

(as cited in Curtain & Dahlberg, 2004, p. 34-37)

Separate native language from target language:

No translation please!!!!-Teach students circumlocution

Remember: our goal is for students to experience concepts through the new language, and NOT THROUGH ENGLISH!

Use signs to indicate which language is spoken: flags/hats/sound/….

If students ask questions and/or answer in English, respond or rephrase in the TL

(as cited in Curtain & Dahlberg, 2004, p. 34-37)

Role of English Should be intentional and for a purpose Can I communicate the idea in the TL? Can I simplify the concept? Can I find concrete materials, visuals or

experiences to make the concept of information comprehensible in the new language?

Substitute teacher? Is this really important enough to sacrifice

valuable time in the target language in order to speak English?

Make language comprehensible Caretaker speech-simple, direct language Teacher breaks down directions and new

information into small, incremental steps Teacher makes lavish use concrete

materials, visuals, gestures, facials expressions, bodily movement, on the part of both teacher and students.

Model, model, model (at least three times)

Maintain a physical classroom and school environment to support the target language

label classroom, classroom objects post class schedule, class objectives (I can

statements), classroom rules in the target language

hallways displays, bulletin boards

Monitor comprehension

NEVER ask students what you said in

ENGLISH!

Signs Yes/No/Don’t understand

1-5 finger comprehension

Teach functional chunks of language

“Please, may I have” “I don’t understand” “I really like…” “Slowly please”

How do you say? What does….mean?

Both native and non-native teachers can give up if

students show confusion!

It is a myth that it is easier if you are a native speaker.

It is your attitude and planning!

Concentrate on every day language to use in the classroom

If it is difficult to see yourself using the target language almost 100%: observe other teachers-those who use TL Annenberg videos great resource that WL teachers don’t use so much

...“your natural inclination, especially when your

students do not understand something that you

have just said, is to paraphrase immediately.

However, you should avoid paraphrasing in your

second attempt at explaining something. Wait

until the third attempt…”

(as cited in False, 2006, p. 40)

…“the first time that you say something, the

language is just entering the learners’ ears and

mind. Students are processing what they have

just heard or what they think they have

heard….they would like to hear the same or very

similar line one more time…second attempt: try to

repeat yourself…third attempt: paraphrase words

or phrases that that prevent comprehension…”

(as cited in False, 2006, p. 40)

Practice with your colleagues if possible

Keep in mind YOU might have been

confused too when you were learning a FL

It is OK to make mistakes. It is part of the

learning process

Information gap activity: negotiation of

meaning LA ROPA

“La gallina ciega” (blind hen)

Make sure tasks are communicative and

student-centered

ESTUDIANTE # 1

ESTUDIANTE # 1

ESTUDIANTE # 2

“La gallina ciega” – Blind hen

Divide students in groups

One students is blind folded

The other students describe what the blindfolded

student has to draw

I can define proficiency

I can explain why target language use in the

classroom is key (students, administrators, parents)

I can name at least one strategy that promotes L2

use for each stage of a lesson.

Arnett, K., Turnbull, M. (2002). Annual Review

Applied Linguistics, 22, 204-218.

Curtain, H.,Dahlberg,C. (2004). Languages and

Children Making the Match.

False, k. (2006). The Art of Teaching Speaking:

Research & Pedagogy for the ESL/EFL classroom.

Lightbown, P. , Spada, N. (2006). How languages are

learned.