Category Archives: Speaking

Make Sure “I Can” Statements Are Communicative

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We have made major strides toward language proficiency in recent years. Classroom instruction, activities and tasks have all become much more communicative in nature. Assessment has moved more toward what students can do with the language rather than simply what they know about the language. One of the most important and effective tools available in this shift toward proficiency has been the publication and implementation of the NCSSFL-ACTFL Can Do Statements. The simple use of the phrase “I Can” has put the focus on what students are able to accomplish in the foreign language and move beyond just listing vocabulary and manipulating grammar structures.

The Can Do Statements are intended to be used for any language and any age or developmental level. The reality is that a “one size fits all” approach is often challenging, particularly when a novice mid can be 6 years old or 30. For this reason many teachers have developed classroom or unit-based Can Do Statements that are developmentally appropriate to the age of the students. As many of us create individualized Can Do Statements it is important to keep our communication and proficiency goals in mind. It is easy to assume that simply putting “I Can” in front of a prompt will make it communicative.

Take a look at these “I Can” Statements and determine if they are communicative and based on proficiency:

I can count to 100
I can say the days of the week
I can day the date
I can say I like and I don’t like
I can say sentences in the present tense
I can say sentences in the past tense
I can say sentences in the future tense

These are a good starting point, but they can be more communicative by providing context. Essentially they should provide an opportunity for students to do something with the language that they can produce. The above statements demonstrate what a student knows about the language, but a change in the prompt toward more communication will allow students to show what they can do with the language.

I can tell you my phone number, age and address (using the numbers 1-100)
I can tell you what day(s) I have a class, lesson, sports practice or rehearsal (using the days of the week)
I can tell you my birthday and the birthdays of my friends or the date of an upcoming or past event (using knowledge of how to say the date)
I can tell you what activities, food, movies, books, art, sports that I like to do or don’t like to do (using the phrases “I like” and “I don’t like”
I can tell you what I typically do during the day or on the weekend or what I am doing right now (using the present tense sentence structure)
I can tell you what I did yesterday, last week, last year or earlier today (using the past tense sentence structure)
I can tell you what I am going to do tomorrow, next week, next year or later today (using the present tense sentence structure)

The examples above show that “I can say” does not lend itself to a conversation, whereas “I can tell” invites more detail, interaction and personalization of the language.

“I can say” is good starting point when working toward proficiency, but be sure to add in I can Statements that give students an opportunity to use the language in a communicative context as well. These are the types of tasks and prompts that will lead to increased proficiency.

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Posted in Classroom Procedures, Grammar and Structures, Speaking, Teaching Methodology and Research

Tagged ACTFL, foreign language, french, Langauge Learning, language, spanish

Foreign Language Modes of Communication (ACTFL)

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What is the purpose of communication? Is it to practice language? Maybe it is to polish our verb forms and word order? Perhaps it is to use all the vocabulary that we have learned in a language? Hopefully, we can all agree that this sort of “communication” that has not have a clear goal is not the reason that we engage in language learning. The reason we communicate in any language in any form is to convey or understand a message.

When it comes to understanding or conveying a message there are three ways of looking at the communication. The ACTFL Proficiency Guidelines put communication to these categories: interpersonal, interpretive and presentational. Each of these modes of communication looks at the message in unique way. A solid understanding of how a message is conveyed or understood when speaking, writing or reading is essential to using various tools needed to effectively communicate.

Presentational communication is one-way speaking or writing that does not allow for real time clarification of meaning. This means that the speaker/writer has to be sure to “fill in the gaps” and have a solid understanding of what the listener or reader knows or needs to know to interpret the message.

Conversely, interpretive communication is one-way listening or reading that also does not allow for real time clarification of meaning. When reading and listening in this context the reader/listener needs to fill in their own gaps in understanding. This may require accessing personal knowledge of the topic or doing research. The most effective tool is the use of context clues and identifying what is understood to make meaning globally.

Interpersonal communication, on the other hand, is two-way speaking that allows for clarification of the message in real time. When communicating interpersonally all speakers and listeners are involved in creating and interpreting the message and work together to assure that there is a collective understanding.

These tables below lay out the three modes of communication.

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Posted in Classroom Procedures, Listening, Reading, Speaking, Teaching Methodology and Research

Tagged ACTFL, foreign langauge, foreign language, Reading, Speaking, Writing

The Role of Short and Long-Term Memory in Language Learning

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We’ve all been there. Students learn a new language structure (i.e. grammar point) or vocabulary words, take a quiz, do well, and then a few days later they are unable to produce the structure or vocabulary. What happened? Where did it it go?

First, let’s look at Interlanguage. This is the language that a learner speaks that is on a continuum between his native language (L1) and the target language (L2). Selinker explains that Interlanguage has these characteristics:

Bill Van Patten takes this a bit further in his work (particularly in Making Communicative Language Teaching Happen) and presents the ideas of intake and uptake along this interlanguage continuum:

Initially, language input becomes intake or part of the short term memory of the learner. This is consciously attended to and learned by the learner. When structures and vocabulary become uptake, part of the long-term memory, it is considered subconscious and acquired. The uptake is the proficiency level of the learner.

When students take a quiz on the new material and do well it is because they are being assessed on their short-term memory (intake). When new material comes along and that older materials has not moved on to long-term memory (uptake) it is replaced by the newer material. That’s why the grammar structure they knew so well for the quiz is not as easily produced a few days later….and the reason we need to spend so much time reviewing for final exams at the end of the school year.

So, this begs the question, “How can we help students acquire language so that it becomes part of their uptake (long-term memory)?” The answer is not complicated and involved, but does take persistence and consistency. It comes down to providing as much comprehensible input as possible to students, both listening and reading. The more exposure students have to input that is comprehensible to them the more likely the language will become uptake and make its way to the long-term memory. Again, this is mostly a subconscious process in which language is acquired so comprehensible inout is the most effective tool. This is yet another reason to use the target language as much as possible (90-100%) in the second language classroom.

I want to end with a quick word about learning grammar and vocabulary, as opposed to acquiring. Steven Krashen, who is best known for his input hypothesis (i+1), does speak to the usefulness of studying and learning grammar and vocabulary. He describes this learned language as a monitor that assess output that originates in the long-term memory for accuracy. This learned, often intake/short-term memory, language is useful in writing as well because the writer has the time to reflect and monitor the output. When communicating interpersonally in real time the output is often less accurate with novice and intermediate students because the more accurate and native-like language has not yet made its way to the long-term memory.

VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Ablex.

VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225–243.

VanPatten, B., & Oikkenon, S. (1996). Explanation versus structured input in processing instruction. Studies in Second Language Acquisition, 18 (4), 495–510.

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Posted in Classroom Procedures, Speaking, Teaching Methodology and Research

Tagged Foreigh Langauge, language learning, Speaking, Writing

Target Language Use and Student Accountability

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Language teachers know the importance of target language use in the classroom. Regular exposure and interaction with the language leads to acquisition and a higher proficiency level. In order to promote, expect and respect the use of the target language in the classroom teachers should support students by creating a classroom community that makes students feel safe taking risks with the language and teach the tools needed to communicate. Students should also know their proficiency level and be personally accountable for their commitment to using the target language and striving to raise their proficiency level.

In my classroom I have a 20 point rubric that I use to assess students each week on four focus areas: Community, Commitment, Proficiency, and Preparation.

Each category is based a five point scale. Students are aware of these criteria and they are posted in the classroom so that they can be references regularly. I typically grade each student myself for the first few weeks of the school year and then students self-assess, but I of course reserve the right to modify the self-assessment grade if necessary. The grade is given holistically for the entire week. Here is the breakdown of each category:

Community:

5 Choices and interactions enhance the classroom community.
4 Choices and interactions almost always enhance the classroom community.
3 Choices and interactions sometimes enhance the classroom community.
2 Choices and interactions often hinder the classroom community.
1 Choices and interactions regularly hinder the classroom community.

For recommendations on classroom community building see my post on Building a Community of Confidence.

Commitment:

5 Always speaks target language and circumlocutes.
4 Always speaks target language with some effort to circumlocute.
3 Makes an effort to speak target language, but need to circumlocute more.
2 Resorts to native language; no circumlocution.
1 Little use of target language.

For tools and strategies for students to remain in the target language see my posts on circumlocution, functional chunks and language ladders.

Proficiency:

5 Regularly speaks at expected proficiency level and strives to speak above level.
4 Regularly speaks at expected proficiency level.
3 Usually speaks at expected proficiency level and below level at times.
2 Regularly speaks below proficiency level.
1 Always speaks below proficiency level.

See my post on Foreign Language Goal Setting Using ACTFL Proficiency Levels to learn about assessing students’ proficiency levels.

Preparation:

5 Punctual, has all materials, assignments complete.
4 Punctual, has most materials, assignments complete.
3 Punctual, has all materials, assignments incomplete.
2 Late or missing materials.
1 Late or missing materials, assignments incomplete.

Try out this rubric system and modify to fit the needs and of your individual classroom. I’m sure you will see an increase in student accountability for using the target language and you will feel confident that you are supporting your student in their language proficiency growth.

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Posted in Classroom Procedures, Speaking, Teaching Methodology and Research

Tagged ACTFL, community, Foreigh Langauge, french, language, language learning, spanish

90%+ Target Language Use, Questions and Answers

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How do we get to 90%+ target language use in the language classroom? We need to rethink how we have been teaching over the past few decades and be willing to leave some of it behind. Traditional teaching practices were not designed to promote a high percentage of target language use.

If you want to get to 90%+ target language use in the classroom reflect on your teaching through the lens of these four questions and recommendations. Take some time to contemplate how you can move your teaching in a direction that is more proficiency-based and promotes regular and confident use of the target language in your classroom.

Q1: Are prompts and tasks at the appropriate proficiency level?
R1: Assess the proficiency level of students to make sure that prompts are not above students’ proficiency level.

Q2. Do students have the language tools they need to communicate?
R2: Teach functional chunks, language ladders, and circumlocution so that students have the language they need and don’t resort to the native language.

Q3. Are students held accountable for using the target language?
R3: Include goal setting, consistency, commitment and proficiency in grade.

Q4. Are all the students actively engaged and interested?
R4: Provide choice and opportunity for personal interest and active engagement.

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Posted in Classroom Procedures, Speaking, Teaching Methodology and Research

Tagged ACTFL, Foreigh Langauge, french, Langauge Learning, spanish

Language Activity : Hide and Speak (or Write)

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I’m always looking for ways to get students up and moving in the classroom while they are practicing their foreign language speaking and writing skills. This is an activity that I call “Hide and Speak (or write)” that accomplishes this goal and students enjoy it and often ask to play. I’m happy to oblige because they speak (or write) so much during this activity.

Begin by hiding 20-30 prompt cards. These can be index cards with vocabulary words, an image, a question about a reading, or proficiency-based questions aligned with ACTFL standards. The possibilities are endless for prompts based on the material that is being covered in class. Memory Cards or Task Cards work very well for this this activity.
Pairs of students set out to find the prompts and when they do they return to the teacher with the card and perform the task: identify the image in the target language, use the word or verb in a sentence, answer a proficiency-based question or complete a Task Card. Lots of possibilities. This can all be through speaking or writing. When writing I give pairs a small white board and marker.
If the pair responds correctly they can get a point for their team or the teacher can make it a point for the entire class with the goal being to get a certain number of points collectively in a specified amount of time. The teacher keeps the prompt card and the pair sets back out.
Be sure to tell pairs that they need to wait in line to check in with the teacher so that that they don’t call crowd in.

Check out these task cards these task cards and memory cards that work well in this activity.

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Posted in Activities and Games, Grammar and Structures, Speaking

Tagged ACTFL, Activities, foreign langauge, french, Games, language lea, spanish

Get Students Moving and Practicing Language Vocabulary

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This a very effective go-to activity that requires very little prep and gets students moving and using the target language immediately. It’s also a great way to use a set of memory/concentration cards that you may have in your classroom. If you need cards you can find them here:

Set up desks or tables around room, spaced out enough for students to move around, and put several pictures on each table. Play music and kids move around (maybe dance if they are so inclined), then when the music stops students stand behind a table.

Choose a word card, say it out loud and student with that picture identified says they he/she has the corresponding picture card on his/her table (int he target language of course). He/she then uses the word in a sentence and puts a point up by his/her name on the board. Play the music again and continue the same process of stopping the music and students saying a sentence with the word if they had the picture match.

Students really enjoyed this activity, review lots of vocabulary, and speak a lot. You can also allow the winner of the round to be the one to start and stop the music the next time, choose a word card and say it to the class. Try this with verb forms as well, with the conjugations 0n the desks.

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Posted in Activities and Games, Speaking

Tagged ACTFL, Foreigh Langauge, french, Langauge Learning, spanish

Foreign Language Interactive Speaking Activity to Practice Vocabulary and Structures

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El Camino/Le Chemin is an engaging and interactive speaking activity that students can do in pairs or small groups. Very quick set-up with no prep needed. Just print out the two pages that make up the game board and students are ready to go. Students can do this activity in groups of 2 or 3. Each player needs a game piece to move around the board. They can use a bingo chip, a coin or any object of similar size. One die is also needed for the activity.

All players start at “Début” or “Comeinzo.” Taking turns, each player rolls the die and moves the number of spaces rolled. The object is to land on the numbered boxes in the correct order (1-12). They can move in any direction, but they can’t use the same box twice in a turn. They can share a box with another player. The winner is the first player to land on square #12. The game can be made longer by having players return to “Début” or “Comienzo”and work toward #12 a second time.

Each time a player rolls the die and moves closer to the next number, he/she must say the verb, number, time, category word, etc. of the square he/she lands on. They can also be required to say a complete sentences.

You can download these activities here:

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Posted in Activities and Games, Grammar and Structures, Speaking

Tagged ACTFL, activity, foreign langauge, french, game, language, spanish, teaching

Foreign Language Speaking Activity, Easily Adapted to Proficiency Levels

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This activity gives students a chance to express themselves confidently at their current proficiency level. It is easily adapted by simply prompting students as to how they should speak (text type).

Typically I have students work in pairs or in groups of 3. Begin by setting up a sheet with 12 categories on it that are number 1-12. Provide 2 dice along with this paper. Give each pair or group a small bag (not transparent) with small slips of colored paper along with a sheet that has a point value assigned to each color. For fun I also include a “Zut” or “Caramba” color which has no points assigned. You could also put slips of parer with point values in the bag, but I like to keep it more engaging and colorful. You can project the category sheet that the entire class can reference, but again I prefer to keep the activity centered in the group, so I provide an individual reference sheet. The plastic frames that can hold a sheet of paper have come in very handy for me with various activities.

Students begin by each individually rolling 1 or both dice and attend to the category of the number. If done correctly (group consensus), the student chooses a colored slip out of the bag and keeps a running total of points. He/She puts the slip back in the bag. After a predetermined amount of play time, the “winner” is the students with the highest points.

The teacher can easily adapt the speaking to the proficiency level of the students by using the tasks/functions and text types by ACTFL proficiency level. You can learn more about these asks/functions and text types on the ACTFL OPI website. Be sure to download the OPI Familiarization Manual.

If the students are at the novice level, they will give one word answers or short phrases, most likely giving an example of something in that category. If they are at the intermediate level they can speak using a series of sentences or be required to ask a question of another player about the topic. If students are at the advanced level they can speak at length in paragraph form. The categories at this level will need to be more complex in nature, perhaps pertaining to world events or characters and plot in a story.

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Posted in Activities and Games, Classroom Procedures, Speaking

Tagged ACTFL, classroom, foreign langauge, language, proficiency, teaching

An Exercise in Foreign Language Circumlocution

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The 100th day of school is a very important day in many elementary schools and there are lots of activities to celebrate, all based on the number 100. Each year, I challenge my 3rd graders to list 100 words and expressions that they know in the target language in 20 minutes. I give pairs of students a card with a category and they brainstorm words and expressions. It’s a great way for them to use category words in preparation for circumlocution.

We then write the list. I always hold off on using the words for numbers, unless they are needed to reach 100. We did not need to resort to them this year. It is all about the context. Rather than listing words for fruit, ask students to tell you which fruits are their favorite, or to describe the colors. Instead of asking for examples of verbs, have students tell you what they like to do on the weekends with their friends, and follow it up with when and where. Once they communicate in context the words and expressions keep coming.

Category Archives: Speaking

Make Sure “I Can” Statements Are Communicative

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Foreign Language Modes of Communication (ACTFL)

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The Role of Short and Long-Term Memory in Language Learning

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Target Language Use and Student Accountability

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90%+ Target Language Use, Questions and Answers

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Language Activity : Hide and Speak (or Write)

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Get Students Moving and Practicing Language Vocabulary

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Foreign Language Interactive Speaking Activity to Practice Vocabulary and Structures

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Foreign Language Speaking Activity, Easily Adapted to Proficiency Levels

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An Exercise in Foreign Language Circumlocution

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