Need ideas for what to do on the first days of staying in the target language with your students?
1- Motivational Speech
Help the students know WHY you are staying in the target language. Here’s what I tell my students.
2- Motivational Structure
Hearing ONLY L2 takes patience and determination on the part of the learners. Give them some incentive to stick with it. Here’s the incentive that I offer my students.
3- Catch Students Off Guard
How would your students react if the first lesson you taught had NO WORDS? What if you didn’t say anything at all? No L1 AND no L2. I might start out by saying something like:
“We’re gonna kick L1 out the door. We’re not gonna use L1. See ya later L1. Bye-bye!
But some of you might think, “I don’t understand L2. I won’t know what to do!” Well you’re right. But I don’t expect you to know what to do when you hear L2…yet. You will later. To start, I’ll help you know what to do by communicating without language.
It’s sort of fun. Watch. First let’s start by spending 5 minutes DOING nothing and SAYING nothing. Your job, during that time, is to get used to the silence and to watch me. Silence is okay. And watching me is so important that I’ll say it again: WATCH ME! Remember… first 5 minutes quiet…then watch me. And my guess is, even though I won’t speak any language, you’ll still know what to do.”
After the 5 minutes of silence:
- Stand up.
- Walk towards the students.
- Point to a student and motion for them to stand. (After they stand up, hand them their pencil/notebook/bag or whatever they brought with them to class.)
- Motion for the student to follow you with their things.
- Motion for the student to stand in the spot you point to off to the side. (I don’t suggest asking the student to stand up in front because they might feel too “on stage.” Off to the side will feel more comfortable.)
- Motion for the student to stay there.
- Smile and give them a thumbs up to help them know they are doing the right thing.
- Walk towards the other students.
- Point to a second student and motion for them to stand.
- Motion for the second student to follow you and point for them to stand next to student #1.
- Repeat these steps until the whole class is standing up in a line at the side of the room with their things.
- Using the same types of motions/gestures/pointing, seat the students (one at a time) at new desks.
- When the whole class is seated again, in their new seats, smile with a sense of satisfaction. Let them read on your face that you feel that you accomplished your task. You did it all without using language. Give them a thumbs up. Give them a quiet acknowledging applause just like a soccer player would do to the home team fans at the end of a soccer game.
- If the students are responding well…continue the silence. Motion for them to wait. Motion for them to stay quiet. Maybe show them that you’re looking at the clock and that you want them to stay quiet for 5 more minutes. If they are really into it, you can even motion for them to sit at their desks with their hands folded. If they all respond well, give them a thumbs up so that they know you’re proud of them for responding to your non-verbal cues.
4- Debrief With The Students
Start speaking L1 again. Tell them, “Wow! You just spent 15 minutes doing exactly what I asked…but I didn’t even use any L1! How did you do it?” Let them raise their hands and offer answers as to how they understood what you expected. Help them realize that people can receive and respond to many different forms of input. Usually we all think that we only respond to linguistic input. But there’s SO MUCH MORE! Explain to them that there’s:
- *Representational Input
- *Gesticulated Input
- *Constructed Situational Input
- *Incidental Situational Input
- Different types of linguistic input
- and more!
5- Tell Them About *Pairing
Tell them that if they watch you they’ll know what to do. Tell them that you’ll start sprinkling in bits of L2. Explain how you will *pair incomprehensible L2 with comprehensible and meaningful extralinguistic input. Tell them that if they watch you, that they’ll have opportunities to start seeing what hundreds of L2 words and phrases mean just because of your *pairing technique.
6- Start The Week With Some Fun Easy Lessons…
…to get them used to what it’s like to follow you even though you only use L2 words (plus lots of extralinguistic cues!) Here are links to some lesson ideas, which include a script of what you can do and say:
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.
Giving Activity Directions While Staying In The Target Language.
7- Have Fun And Be Creative
You know your students. You have creative ideas. Never feel limited to what you read on this blog. I share the ideas that I use NOT to suggest that it’s the only way to do it. They should be a launching pad for you. Use the ideas you like and build upon the ideas that you can make better!
*Disclaimer: These terms are my own and I’m using them for the purpose of reflecting on my own foreign language teaching practice. The reader should not assume that these are the terms found in formal, academic writing.
Your voice is valuable! Share your target language teaching experiences!