A student came into my class wearing a Lionel Messi shirt today.
It was a great chance for me to make incomprehensible L2 meaningful for my novice students. Here’s what I did:
I wrote the following sentences on the board in the target language. (Note: The words in bold were incomprehensible L2 words for my students.)
- …is not from Philadelphia.
- …is not from Mexico.
- …is not from Puerto Rico.
- …IS from Argentina.
- …does not play baseball.
- …does not play American Football.
- …DOES play football/soccer.
The students understood everything that I was communicating.
1- I leveraged **Constructed Situational Input – As soon as I said Lionel Messi (and wrote the sentences on the board) I constructed a situation in which everyone knew what I was talking about. (**See this post for an explanation of how this works.)
2- I paired comprehensible L2 with incomprehensible L2 to help make it meaningful. My students knew the L2 nouns but NOT the L2 verbs. I made the meaning of the L2 verbs very obvious by using *VAGUE PAIR ELIMINATION. (*See point #5 in this post for a definition.)
Have fun staying in the target language! It helps to avoid duct-taping L2 fruit on the foreign language proficiency tree!
Share your target language teaching experiences!