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DECEMBER 2016/JANUARY 2017 The Linguist 19
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much higher value on communication than
accuracy, so there is a strong argument for
ensuring maximum use of the target language
in the classroom.
Encouraging TL use
Strategies that teachers can adopt include
explaining, at the start of the lesson, that
they are going to use as much TL that day as
possible, and asking students to time how
long it takes before they have to resort to
English. This encourages students to listen
closely in a bid to catch the teacher out.
Creating an 'English-speaking mat' (a small
mat placed at the front of the classroom) and
explaining that students and teacher are only
allowed to use English when they step onto
this mat, can also be effective.
To make the target language the normal
means of communication in the classroom,
some teachers provide pupils with a 'word
mat' of everyday phrases, such as 'Can I open
the window?' and 'Sorry I'm late'. The phrases
are printed on laminated placemats, which
students keep on their desks or stick into
their books. TL phrases displayed on posters
around
the classroom also encourage
spontaneous dialogue between pupil and
teacher. A former colleague of mine was in
the habit of sticking these posters on the
ceiling to catch the daydreamers or those
leaning back in their chairs!
Teachers can challenge students to use as
much TL as they can during the lesson using a
variety of strategies. One successful method
involves putting students' names on lolly sticks
and picking out one stick at random at the
start of the lesson. This becomes the 'secret
student', whose name is not disclosed until
the end of the lesson, when their use of TL is
assessed and rewarded, if appropriate.
Pair and group work is one of the best
means of promoting student TL use, but
exciting games, or those against the clock,
cause students to lapse into their mother
tongue. A TL police officer can be appointed
whose job is to identify those students not
using TL and then issue them with a penalty.
Using
drama is an excellent way of
encouraging spontaneity in speaking and
an effective means of overcoming student
reticence. Students can be turned off
by the term 'role-play', which is often
associated with repeating transactional
phrases off by heart, so 'improvisation' or
'impro' is often more engaging. Students
can work in pairs using a simple script and
adopting different genres, e.g. romance,
western or horror, to act it out. They can
then adapt the script, adding words or even
a third character.
Further answers and strategies regarding
target language use may be provided by the
forthcoming review of MFL pedagogy at Key
Stages 3 and 4, commissioned by the
Teaching Schools Council and due to be
published shortly.
Notes
1 Ofsted (2011) Modern Languages:
Achievement and challenge 2007-2010
www.ofsted.gov.uk/resources/100042
2 Ofsted (2013) http://bit.ly/2fdMnLn
Urls accessed 31/10/16
TEACHING METHODS
Students speak spontaneously in class (above);
while role-play (below) can also be effective
