It’s been a year since Tuesday’s Tips For Staying In The Target Language was created.
A compilation of links to many of the posts from YEAR 1 can be found organized by topic below in part one of this anniversary post.
Part 2, of this post, contains a statement on how and how not to read this blog. Find a modified version of this post under a new page called “1st Time Visitor??”
1- Managing Student Behavior AND Staying In The Target Language
- Management Strategies for the 90+% TL Classroom – Increase Student Motivation
- Management Strategies for the 90+% TL Classroom – Ensure That Input Is Comprehensible (Part 1 | Part 2 | Part 3)
2- Helping Reluctant Learners
- How To Avoid “Freaking Out” Novice L2 Learners When Staying In The Target Language
- “My Students Don’t Feel Comfortable When I Spend Long Amounts Of Time Teaching In The Target Language.“
- Interpretive Mode – Build A Reluctant Student’s Confidence
- How To Increase Student Motivation
3- Practical Advice/Strategies For…:
…Teaching Grammar While Staying In The Target Language.
- Part 1 – Verbs: “To Have” “To Want”
- Part 2 – Introducing “To NOT want”
- Part 3 – How Quantity Of “Noun” Affects The L2 Sentence
- Part 4 – Verb: “To Eat” (Future Tense)
- Part 5 – Verb: “To Eat” (Past Tense)
- Part 6 – Verbs: “To Listen” “To Like”
- Part 7 – Verb: “To Go” (Past, Present and Future Tenses)
…Introducing New Vocabulary While Staying In The Target Language.
…Making The Interpersonal Mode As Easy As Possible.
- Part 1
- Part 2
- Part 3
- Part 4
- The “Two-Hand” Method
- My Favorite Activity (Including Handouts) For The Interpersonal Mode
…Giving Activity Directions While Staying In The Target Language.
- How NOT To Assess The Progress Of L2 Students In A 90+% TL Classroom
- A series on assessments in the 90+% TL classroom is forthcoming.
5- Comprehensible Input & Input Theory Made Practical
Todd (The Stick Figure) And A Series On “CI”
- Part 1 – Series Intro
- Part 2 – Why Do I “Use Less Words”? – Input Has Quantitative Qualities
- Part 3 – “Why Aren’t Students Getting This?” – Input: Multiple Forms & ICI
- More to come
6- Why Teach In The Target Language?
Why I Switched (My Switching To “90+% TL Use” Story)
- Part 1 – Why I Didn’t Use The Target Language
- Part 2 – Negative Effects Of Using L1
- Part 3 – Inspiration To Start Teaching In The TL
- Part 4 – Success: Transition To 90+% TL Use Was Easier Than I Thought
How To Read This Blog
This blog is meant to be PRACTICAL, PRACTICAL, PRACTICAL.
In 2012, when I wanted to use more of the target language with my students, I searched to find practical answers to tough questions like:
- How do I effectively manage student behavior AND stay in the target language?
- How am I supposed to introduce new vocabulary AND stay in the target language?
- What do I do when students give up and say things like, “I don’t understand a word of what you’re saying!”
- How do I give directions for activities AND stay in the target language?
I feel like I never got PRACTICAL answers.
People would try to give me answers, but the answers I got seemed nebulous. It’s because of this that I try to be as practical as possible when I write for this blog. I try to avoid speaking in generalities. I try to avoid giving “teaching in the TL advice” without sharing exactly what I do to make “teaching in the TL” possible with my students.
I try to be as practical as possible so that my blog readers think, “Wow. Finally. Finally I’m getting some details. Finally I’m getting to hear exactly how someone is doing this teaching-in-the-TL-thing with their students.” “Ooooooh…I see. Teaching in the target language IS possible and the practical examples/strategies shared on this blog give me ONE way for how this can be done.”
(Side Note: Remember, the ideas/examples/strategies/methods/videos that I share are meant to make this blog practical. I DON’T share my ideas as a way of suggesting that these are the ONLY ways to teach in the target language. As I wrote in one of my “Teaching Grammar” posts:
“Don’t feel limited to what is written (in these posts). Let these simple ideas launch you into developing more creative, more thoughtful, and more effective ideas (that you can use in your own classroom).”
I liked what Sara-E. Cottrell (from Musicuentos.com) said on twitter the other day, “(The) Biggest advice I can give you & anyone exploring TCI: 1) know & be yourself 2) learn & love your students.” What I got out of that tweet was, “Don’t limit yourself to what others do or have done. Do what works for you and your students. From the things that other people in your profession share, formulate your own ideas and strategies that work well in the distinct environment where you practice.”
I love to answer questions and hear your feedback.
Some of my favorite posts started with questions that blog readers have asked. Don’t hesitate to contact me with questions about staying in the target language.
Share your target language teaching experiences!
Have the contents of this blog ever impacted your teaching or philosophy of teaching? Have you developed effective strategies for staying in the target language with your students? Leave comments and add to the conversation on twitter by using #TL90plus (for “staying in the target language” comments) and/or #langchat (for general language teaching comments).