The Benefits of Insulting Students In The Target Language

Warning: don’t try this staying-in-the-target-language strategy if you struggle with behavior management in the classroom.

This year I’ve been developing a very fun, very silly and very effective instructional strategy to teach the following L2 components while staying in the target language:

  • subject pronouns
  • irregular verb conjugations
  • ‘to be’ verbs
  • making something negative (i.e. “I am,” vs. “I am not.”)

It all started when I began calling myself Superman in front of the students.

I learned to use INSULTS to help students learn difficult aspects of a foreign language.

I learned to use INSULTS to help students learn difficult aspects of a foreign language.

Whenever I had to move a heavy desk, or pick up a chair, or when I balanced a yard stick on my hand, I would always follow with, “I am Superman,” in the target language.  They would laugh at me and I could immediately tell, by the look on their faces, that they wanted to tell me that I wasn’t Superman.  They wished that they knew how to say, “Señor Howard…you ARE NOT Superman,” in the target language.  In order to help them learn how, I used the “Two-Hand Method.”

The students learned and they loved it!  They loved insulting me!

The next time I said, “I am Superman,” almost the entire class said, “You ARE NOT Superman,” in unison.  I put an offended look on my face.  I pretended that I was insulted because they said that I wasn’t Superman.  I put my hand on my hip.  I shook a finger in their face.  When they laughed, I continued pretending to be offended.  Then, while still looking offended, I paused.  And when the moment was perfect (while everyone was watching quietly with a huge amount of curiousity as to how I was going to proceed) I emphatically repeated, “Yes I AM Superman.”  The students would immediately laugh and keep telling me, “You ARE NOT Superman!” all in the target language.

Just in case there were a few students who were lost, I wrote the target phrases on the board like this:

“I am Superman” | “Yes I’m Superman”

“You are NOT Superman” | “No you’re not Superman”

Some of the students felt strange to be insulting their foreign language teacher.  So in order to help them know that I was really proud of them for using the target language in this way, and in order to motivate them to continue this behavior, I gave them lots of points on  (See my classdojo post here and Sra. Spanglish’s post here for using classdojo for motivating foreign language students to stay in the target language.)

Using this strategy, I was able to indirectly teach students some subject pronouns, some verb conjugations, how to make something negative, etc.  By writing it on the board I was giving them some L2 literacy skills.  And we were all having a blast!

When they had enough practice insulting me, I settled things down by giving them points on classdojo and then moving on with what I had been teaching.  Now I repeat this activity at random times throughout my lessons, whenever I do something impressive (i.e. lifting a chair or balancing something or modeling the target language).

I’ve taken this idea a step further by starting to insult my students.  In order to make the insults friendly and fun, I use the names of popular cartoon characters from TV or from movies.  I might look at a 4th grade boy and say (in the target language), “You are Dora,” or you are, “Princess Ana/Queen Elsa.”

Insutling students (in a thoughtful way) can help them learn tough L2 skills without even trying!

Insutling students (by calling them cartoon character names, in a thoughtful way) can help them learn tough L2 skills without even realizing it!

All the students laugh and don’t even realize they are learning “to be” verb conjugations and subject pronouns.

In order to keep the student from being embarrassed, I prompt the boy to insult me back.  He might respond with, “You are Barney,” or, “You are Doc McStuffins.”  I’m careful to always let the student win the insult battle, so that he doesn’t feel embarrassed.  I also make sure that the experience is rewarding (and not threatening) by giving him classdojo points or rewards after participating.  When fellow students see that there is great reward in insulting their language teacher, they start calling out insults in the target language.  It’s fun!  And students learn so much!

Students will learn advanced L2 skills without even trying if the experience is meaningful, fun, 100% in the target language, and contextualized.

Have you had any success using this strategy or strategies like it?  Share your stories and comments below.

 See what others are saying about Tuesday’s Tips For Staying In The Target Language.

Señor Howard

Señor Howard – – @HolaSrHoward

Caleb Howard – – @calhwrd

Your voice is valuable! Share your target language teaching experiences!

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