The Linguist is a languages magazine for professional linguists, translators, interpreters, language professionals, language teachers, trainers, students and academics with articles on translation, interpreting, business, government, technology
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FEATURES 18 The Linguist Vol/55 No/6 2016 www.ciol.org.uk With a focus on such a variety of skills in the new GCSE, Amanda Barton asks how much teachers should be using the target language in class T arget language use has long been a moot point in modern foreign language (MFL) classrooms. There are enormous variations in the extent of usage by teachers, and questions about the impact on student achievement continue to be debated. Should teachers immerse students in the language in an attempt to emulate first language acquisition? Should they resort to students' main language only to explain the more complex aspects of grammar? Or is exclusive use of the target language (TL) unrealistic and obstructive to building a sound relationship between teacher and student? Critics of TL exclusivity claim that classroom management is jeopardised by inaccessible language and that students are demotivated. There are fears that anxiety can be increased in a subject that makes particular demands on students' self-esteem. Those in favour of maximum TL argue that students' readiness to use the TL and pronunciation is improved if they are exposed to teachers modelling the TL as the normal means of communication. A lack of TL use has been identified by Ofsted as a significant factor in students' underachievement: "The key barriers observed to further improvement in Key Stages 3 and 4 were teachers' lack of use of the target language to support their students' routine use of the language in lessons, as well as providing opportunities for them to talk spontaneously." 1 Teachers are encouraged to evaluate their own TL use in Ofsted's guidance document, 'Judging the Use of the Target Language by Teachers and Students'. 2 This outlines examples of practice on a four- point scale, ranging from 'Inadequate' to 'Outstanding practice'. New GCSE Getting the balance right has been made even more problematic by the introduction of a new GCSE that is widely recognised as being more difficult than its predecessor. The first exams will be taken in 2018 and comprise a number of new challenges. The re-introduction of translation tasks could impact on teachers' readiness to use lots of target language. Last seen in the O level examinations phased out in the early 1980s, translation is revived in two of the papers, with 20% of the marks in the writing paper awarded to translation into the TL. There will be a short task in the reading paper requiring students to translate into English. Other elements of the exam, however, require greater TL input in the classroom. Memorised controlled assessments are replaced by tasks which demand greater spontaneity, such as role play in the speaking test. There are questions in the target language in both the Foundation and Higher papers, and students are required to answer some of the questions in the Listening paper in the target language. Examiners will place On target Memorised controlled assessments are replaced by tasks which demand greater spontaneity IMAGES © SHUTTERSTOCK