Category Archives: Classroom Procedures

Suggestions for Foreign Language Choice Board Options

I recently wrote a post about using choice boards in the foreign language class. I included 2 ways to use Google Slides and Forms to show 9 options that include the three communication modes and choices around learning style.  You can read that post here and copy the template to your Google Drive.

Suggestions for Foreign Language Choice Board Options (French, Spanish)

The organizational part is step one, then we need to figure out what the actual choices are.  I compiled suggestions for each option below.  Since the choice board template is designed to be used for any language, theme or proficiency level I am keeping the suggestions and resources general so that you can easily adapt them to the content that you are focusing on in your classes.  Hopefully this list will spark some ideas and make the process of creating choice boards more manageable.

Nuts and Bolts:

1-Way Speaking:

  • Flip Grid
  • Vacaroo
  • Ad for Podcast
  • Ad for YouTube Channel
  • Voicemail
  • Movie Talk-watch a video clip with no sound and tell what happens
  • Describe picture or story or storyboard

Writing:

  • Create an Ad
  • Make an Infographic
  • Write a quiz
  • Make a Storyboard and write what happens
  • Comic strip
  • Write an Email
  • Write a text
  • Social media post
  • Movie Write -watch a clip with no sound and write what happens

2-Way Speaking:

  • Sign up for in-person or Zoom, one-on-one or small group
  • Role play
  • Themes in advance
  • Record (audio or video)

Listening:

Reading:

  • Websites
  • Book
  • Articles
  • Infographics
  • Lingro
  • Classmates’ writing

Art, Music, etc.:

  • Paint and describe (write or speak)
  • Draw and describe (write or speak)
  • Sculpt and describe (write or speak)
  • Write song lyrics

Web Activities:

 

Picture1

Culture:

Choice Boards by Communication Mode in the Foreign Language Class

There is increasing research that shows that learner independence builds confidence and increases academic performance and language proficiency. I have seen an increase in choice boards among language teachers on social media.  These boards provide students with options of how to learn and practice content or a skill.  They also encourage students to be more responsible, accountable and independent as they work at their own pace. In a time of remote/distance/hybrid learning these choice boards are a great way to keep students engaged in or out of the school building.

Choice Boards by Communication Mode in the Foreign Language Class

As I took on this challenge of implementing choice boards I soon realized that the challenge comes in the organization and keeping track of assignments. When students are completing different assignments at various times how do I manage it all?  So, I took to Twitter to ask teachers how they do this in their classrooms.  There were great suggestions from generous teachers all over the country.  I compiled responses and got to work creating two versions of choice boards.  One uses Google Slides and the other uses Google Slides and Forms.  There are apps, Websites and platforms out there that do this sort of thing for a fee, but I wanted to find a way that uses Google (Classroom) that does not require yet another username and password… and does not have an annual cost associated with it.

Be sure to look at this post if you would like to see ideas for each of the options.

The choice board is the same for both versions.  It is the way students submit work that differs.  Copy of the Choice Board Template to your Google Drive.

Choice Boards by Communication Mode in the Foreign Language Class

There are 9 options on the choice board, which include the communication modes as well as culture, Web activities and art, music, etc.  There is also a “nuts and bolts” option which all students begin with.  This is for initial presentation of content through comprehensible input.  This is all done in a Google Slide presentation that is shared with students so that they each have their own copy.  In this first version all work is put on the corresponding slides either as an image or a link to a Google doc.

Choice Boards by Communication Mode in the Foreign Language Class

 

Choice Boards by Communication Mode in the Foreign Language Class

This second version begins with the same choice board in Google Slide format, but there are links to Google Forms to submit work. Copy of the Choice Board Template to your Google Drive.

Choice Boards by Communication Mode in the Foreign Language Class

Choice Boards by Communication Mode in the Foreign Language Class

Choice Boards by Communication Mode in the Foreign Language Class

Be sure to take a look at this follow-up post that has ideas and suggestions for the choice board options. I hope you have success with choice boards and that these templates help to make it a little more manageable for you.

Copy of the Choice Board Template to your Google Drive

Create Time Capsule by Foreign Language Proficiency Level

If you teach multiple grade levels, or various proficiency levels, you probably like to find an activity or project that can be used across levels.  I would like to share a project with you that you can use with novice and intermediate learners.  It is essentially the same concept. It differs only in how students engage with the content that they produce.

Students Create Time Capsule by Foreign Language Proficiency Level (french, Spanish)

Students create a time capsule that is a snapshot of their life over the past year.  I typically do this as the school year, so you will see 2019-2020 in the examples.  I have students do this digitally in Google slides.  I have seen in done in a journal as well with pictures and writing glued to the pages.  While the tactile nature and opportunities for creative design are more apparent with the physical product I find that that it is logistically easier to manage when it is digital.

Students begin by responding to prompts in the target language.

  • Name:
  • Town/City:
  • Birthday:
  • Age:
  • Personal adjectives (3) to describe yourself:
  • Family (name, age, relation):
  • Gratitude (3 things you are thankful for or appreciate):
  • School:
  • Teachers and Subjects:
  • Friends :
  • Activity :
    • Where?:
    • When?:
    • With whom?:
  • Activity :
    • Where?:
    • When?:
    • With whom?:
  • Activity :
    • Where?:
    • When?:
    • With whom?:
  • Music:
    •  Song:
    • Singer:
  • Film/TV/Netflix/Amazon :
    • Favorite Move or TV Program:
    • Favorite Actress or Actor:
  • Reading
    • Favorite Book:
    • Favorite Writer:

Once these are done students find pictures to go along with each of these topics and put them in google slides.  I provide the template and they fill it in.

Students Create Time Capsule by Foreign Language Proficiency Level (French, Spanish)

The final step is where the projected is differentiated by proficiency level. You can see a review of proficiency levels here.

Novice mid to novice high students write about what is “in” their time capsule and these sentences go on each slide with the images.  At this level I usually provide sentence starters as well, such as “My favorite actress is…” or ” My math teacher is…”  At this proficiency level the work is done in the present.Students Create Time Capsule by Foreign Language Proficiency Level (French, Spanish)

Novice high to intermediate low students write as if they were opening the time capsule in five years and write about they did, what they liked, who their teachers were, etc. five years ago. For languages with preterite and imperfect tenses, this lends itself to distinguishing between the preterite and imperfect.  Students at this level tend (in my experience) to be better with the preterite. For the sentences that would require the imperfect I typically provide sentence starters. 
Students Create Time Capsule by Foreign Language Proficiency Level (French, Spanish)Intermediate low to intermediate mid students write as if they were opening the time capsule in fifty years and writing about they used to do, what they liked, who their teachers were, etc. fifty years ago. For language with preterite and imperfect tenses, this lends itself to using the preterite and imperfect accurately, and it provides an effective way to contextualize the tenses.

Students Create Time Capsule by Foreign Language Proficiency Level (French, Spanish)

I also include a speaking component.  Once students are done with the time capsule, and are very familiar with all of the content, I set up time for them to have a 5-minute discussion with me about their time capsule.

 

Keep Track of Virtual Group Work in the Language Classroom

As I write this post many of us are teaching remotely due to the Covid-19 pandemic.  I have been using Zoom to teach and communicate with students.  One of the features is breakout rooms where students can be put into small groups. Other platforms offer similar possibilities.  I was trying to find a way to see what groups are doing in real time in addition to popping in and out of each group.

Keep Track of Virtual Group Work in the Language Classroom

I saw on Twitter that Rebecca Blouwolf, ACTFL Teacher of the Year, was trying out using shared Google docs during breakout group time.  I have known Rebecca for over 20 years and I respect her so much.  We started our teaching career together and I have been very impressed with all that she has accomplished.  When I saw what she was doing with Google docs I knew that I had to look into it.

My first iteration looked like this.

Keep Track of Virtual Group Work in the Language Classroom

I shared the doc (I used Google sheets) with all students and groups worked collectively in the same document.  I was able to see what they were entering in real time and could write a message to all of the groups (broadcast message in Zoom) when I saw saw some common inaccuracies or I could go into an individual group when I wanted to support them verbally.  There was one problem with this, they were all doing the same questions and could see each other’s responses.  It didn’t seem to be much of an issue, but I wanted to give each group different prompts while all working in the same shared document.  I could have shared different documents with each group, but that would mean looking at different documents.  I wanted the individual group work all together so that I could  see what all groups are doing at once.

So, I got back to work. This is the second iteration and the version that I have been using successfully.

Keep Track of Virtual Group Work in the Language Classroom

This allows for different prompts for each group (blue column), while being able to see all responses in real time. Atelier means “workshop” in French and the is the word I use with students for “breakout room.”  They type their group responses to the right of the prompts in blue.  In addition to text, groups can insert images in response to a prompt or a link to audio or a video that that they record or through search.  My initial intent was to use this to see work done in real time in Zoom breakout rooms, but I’m envisioning using this for asynchronous (not in real time) student work as well. Though this is a work-around during a crisis, I plan to continue using it when we are back in the physical classroom.

If you would like to us this with your students, make sure that you share one document with the entire class and allow editing when sharing a Google doc. For ease of formatting I use a Google Sheet, but you can do this with any of the Google doc options.  I tell students that they can delete  it out of their Google account when done so that it is not yet another document taking up space.  I have the original with all of their responses….another benefit of having it all in one place.  You can also have a spot for groups to put their names in  next to the the breakout room.  I keep track on my own.

This link will make a copy of the breakout room document in your Google Drive (just like assigning  to students in Google Classroom)  and you can modify it for your own personal use.  This is a work in progress for me.  I’d love to see and hear about what works for you.

 

Flip Grid in the Foreign Language Classroom

I’m writing this post during the Covid-19 quarantine and distance learning.   Many teachers have had to figure out this new world of distance learning in a very short amount of time.  Though not ideal in many ways, I have had to discover new ways to keep language learning moving forward, or at the very least not regressing.  Thanks to social media and the many generous and insightful language teachers out there I have a long and inspiring list of apps, Websites and ideas to try.  There just doesn’t seem to be enough time to get to them all.  Until now.  Flip Grid in the Foreign Language Classroom

I am using this time of reinvention to look into and implement these ideas that I have come across, but have not had the chance to implement.  One of these is Flip Grid.  Now that I am using it regularly to keep students engaged in all of the communication modes I can’t imagine not continuing to use it when we get back to the classroom.  Dare I say that I appreciate the opportunity to try out new things during this time.

Flip Grid in the Foreign Language Classroom

Flip Grid allows teachers to post a prompt, such as written questions, videos or images.  Students then simply click a record button and then begin recording a video response.

Flip Grid in the Foreign Language Classroom

When done, they can edit, work with filters and then submit.  The teacher can decide which of these functions to make available.  The teacher can then choose to make the videos viewable by the entire class or to keep them private and only viewable by the teacher.  Personally, I have used it both ways.  When only viewable by me I use the platform for an assessment (formative or summative) and make the videos available to the class when I want students to interact with each other.

There are lots of things that can be done directly on the Flip Grid Website, such as students leaving video comment or reactions to each other, leaving feedback on student videos and following student interactions.  Many of these features require students setting up an account.  That may be something that you are interested in doing.  I only use the video response feature and created unique usernames for each student in the class.  You can send them direct link to the grid (prompt) either through email or directly on Google Classroom.  Students just simply enter their username and they go right to the prompt.

Flip Grid in the Foreign Language Classroom

I’m also having students watch each others videos and answering questions that I create based on each individual video.  This is a way of keeping the communication modes alive.  Sometimes the videos are spontaneous responses and I have also had students read something that they wrote. These are the videos with more accurate language that I use for follow-up questions for the rest of the class to engage with.

Flip Grid in the Foreign Language Classroom

Flip Grid in the Foreign Language Classroom

 

Flip Grid in the Foreign Language Classroom

Also… “Flip Grid, which has 20 million users from all over the world, will now be completely free for schools; previously, the service cost $1,000 a year per school. The purchase will help Microsoft in its push against Google and Apple in the classroom.”

Worth a try at that price!

How Can Teachers Use Research to Guide Their Language Teaching?

I like a good story.  Stories are interesting, intriguing and often capture and maintain our interest.  While I enjoy a good story or pleasant anecdote, I need more than a story of success and suggestion based on experience when I’m looking introspectively at my practice as a language teacher.

I actually like reading research that is conducted in applied linguistics and, more specifically, in the field of second language acquisition (SLA).  I quite enjoyed my graduate school days when we dove deep into empirical research and used it to inform our understanding of the cognition and social dynamics that govern learning a first or second language.  Who doesn’t like spending a little quality time with Krashen, Vygotsky, Swain, VanPatten or Asher?

While I do enjoy a good, quality, peer-reviewed, empirically sound research project I don’t always have the time, and, let’s be honest, the  focus, to read all about it.

How Can Teachers Use Research to Guide Their Language Teaching? (French, Spanish)

OK.  Get ready for it.  This is the the type of thing that I get incredibly excited about….On an episode of Bill Van Patten’s podcast, Talkin’ L2 with BVP, a guest mentioned the Website OASIS .  It is quite remarkable what they provide and are able to produce.

How Can Teachers Use Research to Guide Their Language Teaching? (French, Spanish)

OASIS summaries are one-page descriptions of research articles on language learning, language teaching, and multilingualism that have been published in peer-reviewed journals. The summaries provide information in accessible, non-technical language about each study’s goals, how it was conducted ,and what was found.  There are often ideas for using the information to inform classroom teaching as well.

Just use the search bar on the OASIS  Webiste to look for articles any topic of language acquisition of interest to you and you will soon have accessible research findings that allow you to move beyond anecdotal evidence.  Enjoy, and try not to fall down the rabbit hole.  I always do.

“Who is it?” Guess Who Activity for Level 1 Foreign Language Students

I put a few pictures of an activity that I did with my students on Facebook and Twitter.  There was a lot of interest and several teachers asked for the template so that they could do the activity with their students.  So, I figured it would be helpful to write a blog post about the activity and include the template.

"Who is it?" Guess Who Activity for Level 1 Foreign Language Students (French, Spanish)

This activity is what I call “Who is it?” or “Guess who? ”  It is particularly useful for level 1 students who are in the novice mid-novice high range.  At this proficiency level students are typically using chunked language and are at the beginning stages of creating some language on their own as they swap out some details of the memorized language that they have acquired.  As a way to provide students with an opportunity to use this language authentically in reading and writing I created these “Who is it?” mini books.

 

Download a template for designing communicative activities with an example lesson.

The PDF includes directions for folding the paper along with templates to do the activity in English, French, Spanish, Italian, Portuguese and Chinese.

Students write in information about themselves on the topics of age, birthday, origin/ethnicity, preferences, free time activities and family.  What is not included is their name.  Once done classmates read the mini books of their classmates and try to guess who it is based on the information.  This adds authentic reading to the activity as well.  We also put the mini books on a bulletin board for other classes to engage with as well.

"Who is it?" Guess Who Activity for Level 1 Foreign Language Students (French, Spanish)

On the back of the mini book students put a selfie so that readers can confirm their guess of who it is.  The addition of the selfie is a fun way to really get students excited.  We took the pictures in class and I just printed them out and students glued them to the back of the book.

 

The great thing about this project, besides the effective use of novice level language, is that it can all be done with one piece of paper that is folded to make the mini book.  This tactile part of the activity is also very motivating because students enjoy seeing the transformation of the paper into a mini book.

"Who is it?" Guess Who Activity for Level 1 Foreign Language Students (French, Spanish)

The PDF includes directions for folding the paper along with templates to do the activity in English, French, Spanish, Italian, Portuguese and Chinese.

Download a template for designing communicative activities with an example lesson.

 

Teaching Millennials and Gez Z in the Language Classroom

What comes to mind when you hear “Millennial” or “Gen Z?”  We all know that they get a bad rap.   Generations are different, and just like the Baby Boomers had to figure out how to teach the Gen Xers we need to look carefully at what we need to do to reach Millennials and Gen Zers.  Basically, it comes down to knowing that these generations want to know the value and use of what they are learning.  Let’s take a look at how to approach teaching languages to these generations and understand all they have to offer.

Teaching Millennials and Gez Z in the Language Classroom (French, Spanish)

A quick review of the names of the generations over the past 70 years:

Baby Boomers

Born: 1946-1964

Age in 2018: 54-72

Gen X

Born: 965-1985

Age in 2018: 33-53

Millennials

Born: 1986-1995

Age in 2018: 23-32

Gen Z

Born: 1996- present

Age in 2018: 0-22

I learned a lot about the Millennials and Gen Z from the Millennial Impact Project (2015) & The Business of Good (Haber, 2016).  Haber’s book is about social entrepreneurs or entrepreneurs who want to make a social difference with profits from their companies.  Looks like the Millennials and the Gen Z are approaching their employment with this goal.

Here are a few things that Haber writes about these these younger generations in The Business of Good:

“They don’t wait for taxis, they take Uber. They don’t wait for emails, they text. They don’t wait to work up the corporate ladder, they start their own business. It should come as no surprise that they have no interest in waiting to make a difference. It’s as if the generation has been hardwired to believe in the fierce urgency of now.”

OK, now that I’ve made the case for not giving them the bad rap that they get, let’s look at how we go about teaching this generation of elementary, middle and high school students as well as college students.

Let’s start by looking at the the brain and cognition.  Some of this data is adapted from the work of Dr. Bobb Darnell of Achievement Strategies, Inc. (www.achievementstrategies.org)  

Before the arrival of technology, Baby Boomer and Gen Xer brains :

  • were good at single-tasking
  • were able to sustain focus for long periods of time
  • were adept on concentrating for long periods of time

After the arrival of technology, Millennial and Gen Z brains:

  • are good at multi-tasking
  • can effectively navigate multiple input streams

It is through no fault of their own, but rather the reality of how their  brains are being wired for a certain kind of learning, that Millennials and Gen Zs have/are:

  • Shorter Attention Spans
  • Uncomfortable With Boredom
  • That Fierce Urgency of Now
  • Visually Preferred
  • Interactive and Hands-On
  • Love Challenge
  • Curious
  • Success Trough Strategy

So…what we do?  What are some ways to adapt our teaching, instruction, class routines, curriculum and relationships to the reality of the Millennial and Gen Z brain?Teaching Millennials and Gez Z in the Language Classroom (French, Spanish)

The PDF download includes tips and suggestions for…

  • dealing with shorter attention spans and being uncomfortable with boredomTeaching Millennials and Gez Z in the Language Classroom (French, Spanish)
  • responding to the fierce urgency of now

Teaching Millennials and Gez Z in the Language Classroom (French, Spanish)

  • preparing lessons and activities for students who are visually preferred

Teaching Millennials and Gez Z in the Language Classroom (French, Spanish)

  • creating opportunities for interactive and hands-on learning experiences

Teaching Millennials and Gez Z in the Language Classroom (French, Spanish)

  • adding challenge and elements of curiosity to classroom instruction

Teaching Millennials and Gez Z in the Language Classroom (French, Spanish)

  • guiding students toward success through strategies

Teaching Millennials and Gez Z in the Language Classroom (French, Spanish) One other thing to consider….Are we, in fact,  listening to our students and providing what they need to be successful and proficiency speakers of the language that we teach?  If they were aware of what their brain needs (or read this post), they would say to us:

  • Challenge me.
  • Let me work with others.
  • Let’s have fun.
  • Be flexible.
  • Encourage me.
  • Make me curious.
  • Give me feedback.
  • Learn from me too.
  • Let me give you my ideas.
  • I need to know the goal.

It is never easy to understand the experience and lens of a generation that is seemingly so different from our own.  Our parents thought that we were going to be the demise of the world because we did things differently.  Many of us are repeating the same behavior with the younger generations that we teach.  Let’s break the cycle and celebrate all that our students have to offer.

Teaching Millennials and Gez Z in the Language Classroom (French, Spanish)

Foreign Language Reading and Writing Tasks with Student-Created Content

This is an activity that I have used with various proficiency levels.  It involves presentational writing and interpretive reading.  It can be used with on demand writing, that is writing that is generated in the moment and doesn’t go through a revision process, or polished writing that includes feedback and additional drafts.

Foreign Language Reading and Writing Tasks with Student-Created Content (French, Spanish)

Essentially students begin by responding to a prompt in writing and then the other students in the class read what their classmates wrote and write a response.  Depending on how lengthy the writing is students may be able to read almost all of their classmates writing and respond within one or two classes.

Foreign Language Reading and Writing Tasks with Student-Created Content (French, Spanish)

Foreign Language Reading and Writing Tasks with Student-Created Content (French, Spanish)

This works particularly well when students are able to use language expressing opinions and agreeing or disagree with the writer.  I have students put their writing piece on their desk with a blank sheet of paper next to it.  Students then circulate and read their classmates’ writing and write a written response or reaction on the sheet next to it.  For novice level students they use chunked phrases such as “me too,” “not me,” “I also enjoy…,” I prefer….” when writing a reaction to novice level writing.  For Intermediate students they may begin by writing an opinion on a reading or a film and their classmates will write a response.  I have also had students write two reactions; one that is their own and then one that is in response an existing reaction.  This takes on the feeling of a social media thread.

Foreign Language Reading and Writing Tasks with Student-Created Content (French, Spanish)

Even if the original writing undergoes a feedback process, the written responses allow students to also do on demand writing and to write in response to other comments.  What the actual written responses and reactions look like will vary depending on what the original writing prompt is and the proficiency level of the class.  I have used this with novice and intermediate students with lots of success.  It take s bit more modeling with lower proficiency levels, but they are able to see how much they are able to write when the piece they are reading is at their level.  This is one of the benefits of using student-created content as the reading text.

Foreign Language Reading and Writing Tasks with Student-Created Content (French, Spanish)

Students like to get up an move and this allows them to do that in the classroom.  I use paper so that it is more tactile, but this type of activity could easily be done on a computer or even using Padlet.  As for a follow up activity, try a discussion of what different students read or of trends and consistencies.  Maybe ask  questions about what students learned.  Again, the type of follow up will vary based on the original writing prompt and proficiency level of the class.

Foreign Language Reading and Writing Tasks with Student-Created Content (French, Spanish)

Foreign Language Reading and Writing Tasks with Student-Created Content (French, Spanish)

Here is description of this activity that I recently did with a group of novice mid/high students.  I asked them to write a “paragraph” telling about themselves using any and all phrases, vocabulary and structures that they have acquired so far. This particular class is 6th grade and meets 3 times a week for 45-minutes.  Most of the class has reached novice high, though some are novice mid.  Students wrote their paragraphs in class with no access to technology or dictionaries for looking up words.

They focused on novice language topics such as personal info (age, name, where they live, who they live with,what they like to do, what sports/activities/school subjects they prefer). I gave some ideas of topics, but it was on demand writing, meaning all generated in the moment. For homework they typed it and added some photos. Because it is all student-generated, using vocabulary and structures that they have acquired, the reading is “at level” for classmates reading and commenting. If anything was unclear the images are there to assist.

Foreign Language Reading and Writing Tasks with Student-Created Content (French, Spanish)

Give this student-generated reading and writing activity a try.  It is very useful when moving the audience of student writing away from always being the teacher.

Communicative Language Teaching Mindset Shift. That Was Then. This Is Now.

The field of language teaching is always on the move.  Every decade or so there is an innovative way to approach language teaching.  For a recap of the language teaching methodologies that have surfaced over the past century take a look at this post.  Over the past decade many foreign language teachers have embraced communicative language teaching, which focuses on authentic communication over language forms such as grammar structures.

That Was Then. This Is Now. Communicative Language Teaching Mindset Shift (French, Spanish)

To be clear, a certain level of accuracy of language is needed to convey a message that is comprehensible.  The difference from methodologies of the past is that previous approaches to language teaching focused almost solely on accuracy of language.  These days we see the value in focusing on the message, even when that means looking past some errors when the learner has not yet acquired the language structure.  ACTFL has compiled a significant amount of research to support the the effectiveness of communicative language teaching.

There has been a significant shift in mindset along with the arrival of communicative language teaching.  Previous methodologies focused on what learners did wrong rather than on their progress.  The goal was complete accuracy in the past along with the belief that a speaker would not  be understood if the language was not completely correct.  We now accept that communication can happen despite occasional inaccuracy.  This is the base of the difference in mindset, or underlying tenets that support the approaches.

Here are four areas of this mindset shift that distinguish current communicative approaches from accuracy-centered approach of the past.

Objectives and Content:

  • Past: The teacher was the all-knowing possessor of knowledge and directed all content and objectives to ensure progress toward correct language.
  • Present: The teacher works in collaboration with students and there are shared learning objectives.  Content is driven by both the teacher and the student.

Communication:

  • Past: Typically communication was focused on the four traditional language skills of reading, writing, listening and speaking.  This usually meant that these skills were practiced in isolation and were not interconnected.
  • Present: The three modes of communication (presentational, interpretive, interpersonal) are now the focus.  They provide students with opportunities to do something with the four skills.

Performance:

  • Past: The focus was on what students knew about the language and its structures.  Practice of correct grammatical forms of the language were typically done in isolation and out of context.
  • Present: The focus is on what the learner is able to do or accomplish with the language.  This is always tied to context and students communicate authentically with the language despite occasional inaccuracy in language when the message is clear.

Assessment:

  • Past: Assessments determined the level of language accuracy and the teacher could easily and quickly point out what was incorrect, such as verb forms, noun gender, adjective agreement, etc.
  • Present: Assessments are performance-based.  Teachers use tools and strategies such as backwards design and Can-Do statements to guide students toward communication.

Where are you regarding your teaching mindset?  If you want to embrace communicative language teaching, take a look at the “present” mindset statements and see where you are.  It can take some time and a solid approach is always evolving.  It doesn’t have to happen this week.   Download this PDF with some questions to help keep your lesson planning in the “present.”