Category Archives: Speaking

The age-old dilemma of the foreign language teacher…how to get students to stay in the target language and avoid speaking the native language in class? (Particularly when they are “helping” by translating for their classmates).  Here is a class management system that I use.

I choose a student’s name at the beginning of the class and put the slip of paper in the élève mystère (mystery student) spot with the name hidden.  Students know that I am paying close attention to that student and if he/she goes the entire class without speaking the native language he/she “wins” something for the entire class.  This depends on the age of the students.  I get creative with youtube videos, stickers or a fun game, all in the target language of course.

The happy and sad faces are used to keep the entire class accountable as well.  Each time I hear a student say something in the native language I put a mark under the sad face, when there are 5 minutes of only hearing target language I put a mark under the happy face.  At the end of the class if there are more sad than happy we skip the mystery student.  If there are more happy than sad we look at the mystery student.  If the the student did well, I announce who it was and the class does a big Thank You.  If the mystery student did not do so well, I don’t reveal who it was (that would be uncomfortable).  We can always try tomorrow.

Students often think (and hope) that they are the mystery student. Once they get the hang of it I move up to an entire week rather than just one class because the native language goes away fairly quickly.

I already posted the Can-DO wall to track proficiency in younger students, but here is what I came up with for focusing on proficiency levels for older students.  Each level (novice through intermediate) is color coded with 7-9 prompts that correspond to an ACTFL Can-Do Statement for the proficiency level. I have popsicle sticks in the color of each proficiency level with numbers in them.

When students come in the room, I ask 2-3 students to choose a stick of the color of their current or goal level. They will check the statement on the wall and when we are in conversation circle they will provide the prompts for the group. They can always choose two prompts and include a lower level once in a while to recycle the language. I think this will help us to keep the prompts at the appropriate level. It’s a starting point and we can create new prompts based on the responses offered. The goal is to make these questions and conversations second nature when it comes time for assessment.

Thanks to OWL (Organic World Language) for really driving home the importance of focusing on language proficiency. I love the ACTFL Can-Do Statements, but they are not always kid-friendly. I have modified them to be more age appropriate for my 1st, 2nd and 3rd graders (ages 6-8).

In the past I assessed them on vocabulary blocks, but this year the focus is on proficiency. Just a small change in approach is all it takes. Rather than listing fruits, tell me the ones that you like and don’t like. Instead of listing all the animals you know, choose a few of your favorites and describe where they live. Instead of responding to my greetings, have a conversation with a classmate.

Students will decide when they are ready to show proficiency and will put a sticker on the statement when they demonstrate that they can do it. One sticker is all it will take to motivate the whole gang. My guess is that some of the 2nd graders will want to do some of the 3rd grade prompts…all the better. These prompts should get them to Novice Mid or even further by the end of 3rd grade.