3 R D DECEMBER, 2012

Using the Target Language

Using the Target Language

Session Overview Policy Background – NC ordersIssue in TL use

• For teachers• For learners

In practice: Your experience - What you have observed/used in school

Examples of TL use by teachers and pupilsDeveloping a repertoire of TL – prepare an

aide-memoireStrategies for developing TL use by students.

Background

Key methodological issueShifts in policy (NC orders) during the 1990s ‘Maximalist’ to ‘Optimal use’ position –

shifting assumptions about the value of L1 use in teaching and learning MFL (next slide)

Questions raised about whether TL use leads to the gains in learning that policy approach suggests it should.

Research into TL use (e.g Macaro, 1997; Neil, 1997)

Maximalist -Early 1990s Optimal use - Late 1990s

sees some value in teacher use of L1 and some value in learner use of L1 (ibid)

‘Pupils are expected to use and respond to the TL, and to use English only when necessary (for example, when discussing a grammar point or when comparing English and the target language) (DfEE/QCA, 1999:16)

Shifting policy on TL use

Expectation that TL would be the ‘normal means of communication’ (DES/Welsh Office, 1990:6) in the classroom.

Assumes that ‘there is probably no pedagogical value in learner use of L1 and almost certainly none in teacher use of L1 (Macaro, 2000:184)

Questioning Assumptions

TL use by the teacher pupils’ learning of the MFL ?

Attempting to mimic real-life situations is the best way to learning the TL?

Learning L2 ‘naturally’ (acquisition of L1 by young children) or explicit teaching of language structure? According to Macaro (2000:178) – case for learning naturally

is not proven. ~Classroom-based exposure is not ‘authentic’- Teacher talk is not

like native speaker talk Value of L1 use as a learning tool - Most students would be likely

to think in MT not TL

(based on Guest and Pachler, 2001)

W HAT AR E THE ISS UES FO R TEAC HERS AN D LEARN ERS ?

W HAT FAC TO R S WILL IMPAC T O N TL U S E?DIS C U SS IN GRO U PS :

MAKE A L IS T – FO R TEAC HERS AN D FO R LEARN ERS, FO R B O TH – 10 MIN S AN D

PREPAR E TO FEEDBAC K

Issues in Target Language use

For Teachers For Learners

Own proficiency – confidence for sustained use

Native speakers – adapting to needs of learners

‘Strain’ of using TL all lesson

Perceived Behaviour management problems

Feeling uncomfortable/

apprehensive being immersed in the TL.‘Strain’ of total TL

Insufficient visual support

Issues in Maximum Target Language use

Issues for both

‘Suspension of disbelief’ (Macaro, 1996:6)

e.g that both teachers and students speak only the TL and they are using it in an authentic situation.

FEEDBACK FROM GROUP DISCUSSIONS

Factors affecting Target Language Use

Factors affecting TL use by teachers

Ability and size of classDiscipline problemsMotivationGroup dynamicsTopic areaTasks to be attemptedReceptiveness of pupils

(Guest and Pachler, 2001)

Arguments for and against(maxmal) TL use

According to a study into TL use by teachers (Macaro , 1996:6) For:Amount of TL acquired by learnersImprovement in listening skillsHelps demonstrate the importance of learning a foreign

language

Against:TL use for instructions can be time consumingTeaching in TL is tiring and teachers can become less

effective.May become counter-productive

Types of Target Language use

Interaction Patterns in TL use

Teacher –pupil (s) Questions Instructions Explanations Comments Socialising Discipliing

Pupil –teacher Answers, questions, requests, asking for help, making statements

Pupil – pupil role plays games Transactional language?

Latter most difficult to achieve

HOW IS THE TARGET LANGUAGE BEING USED IN YOUR SCHOOLS?

FOR WHAT PURPOSES?HOW IS IT USED BY TEACHERS?

HOW IS IT USED BY PUPILS?(10 MINS)

Your experience - Group discussion

Your views

Have you changed your view on TL use since September?

If so, how and why?

Teaching of grammar using TL

What have you observed in school?What are the issues?

Teaching grammar in the TL

Perceptions about difficulty of teaching grammar in TLBUT

Many grammar points can be taught if support is given visually or through actions, mime, use of rhythm or song.

E.g Word order in German though human sentences.Utterance completion frames (students complete

phrase with words of their own choice – expressing own opinion)

McDonald’s ist fantastisch weil .................................

When might TL be used? (Teacher-Pupil)

Classroom routines – taking the register Asking students to give a word/phrase in TL when they answer

the registerGreeting students as they enter the classroomBeginning and ending the lesson.

Sortez vos cahiers! Rangez vos affaires!

Giving praise Friendly comments, humorous remarksReprimands and sanctions

(adapted from Guest and Pachler (2001)

Instructions and explanations by teacher (T – P)

Presenting new languageSetting up activitiesMaking oral commentsChecking comprehensionAsking questionsMaking comments in exercise booksWriting on board

(adapted from Guest and Pachler (2001)

Pupil interactions with the teacher (P –T)

Asking for clarificationExpressing problemsRequesting helpGiving excusesAsking permissionResponding to questionsHumours remarks

Pupil -Pupil

Asking to borrow equipmentPairworkPlaying gamesAgreement/disagreementPeer feedback

Managing pupil behaviour using TL

What have you observed?

Use of TL for telling students off can be very effective - even if students do not understand every word, they

know when they have done wrong!Tone of voiceContext

Giving praise in TL very effective and important – they soon learn to recognise and learn these words!

Task

In groups, draw up a list of useful teacher phrases for the MFLs that you teach for a class of your choice in KS3 KS4 or 5.

Classroom routines and management E.g Taking the register ,beginning lesson, handing

out booksMaintaining discipline

E, g Be quiet!, Turn round!, Face the front!Giving instructions

e.g for listening, for pair work

Strategies for developing TL use

What can teachers do to support students when they are teaching in the TL?

What can teachers do to encourage/facilitate use of TL by the students?

Effective and meaningful use of TL

Provide contextualisation – pictures, actions.Adapt language – this may involve using one

word Teaching of key phrases –e.g ‘Wie sagt man

auf Deutsch?’Displays of key phrases or phrases in booksSections of lesson can be designated TL only

Show sample - Classroom language sheet

Encouraging TL use by students

Be encouraging and supportive lots of praiseProvide challenge

Plenary

Reference list

DES/Welsh Office. (1990). Modern Foreign for ages 11-16. London: HMSO

DfEE/QCA. (1999). Modern Foreign Languages: The National Curriculum for England. London:DfEE and QCA.

Neil, P.(1997). Reflections on the target language. London: CILT.

Macaro, E. (1997). Target Language, collaborative learning and autonomy. Clevedon: Multilingual Matters.

Macaro, E (2000). ‘Issues in Language Teaching’. In Field, K. (ed) Issues in modern foreign language teaching. London: Routledge, pp. 175-93