Tag Archives: classroom

Create a Classroom Where Students Use the Target Language Confidently

Imagine a classroom where students actively engage in meaningful communication, using the target language to collaborate, interact, and build relationships. Every voice is valued, and students feel safe taking risks and making mistakes. This is the essence of a classroom discourse community, a high-leverage teaching practice that directly impacts student engagement and language proficiency.


What is a Classroom Discourse Community?

A classroom discourse community is a space where students practice authentic communication in the target language, collaborate, and grow together. This learning environment is essential for language acquisition, as it provides real opportunities for students to apply their skills, fosters a sense of belonging, and motivates them to succeed.


five practical strategies to foster Discourse Community in your classroom

1. Establish Norms and Expectations

To build a discourse community, start by setting the foundation with clear norms and expectations.

  • Collaborate with Students: Involve them in creating norms such as active listening, turn-taking, and respecting opinions.
  • Make It Visual: Use posters or visual aids to reinforce these norms daily.
  • Reinforce Regularly: Revisit norms to ensure they remain relevant and effective.

Example Activity: Begin the year with a class discussion to establish communication norms. Post these in the classroom as a reference point for future interactions.


2. Promote Student Interaction

Encourage meaningful peer interaction to create a sense of community.

  • Pair and Group Work: Use activities like think-pair-share and jigsaw to ensure everyone participates.
  • Foster Collaboration: Encourage students to share work and give constructive feedback.

Example Activity: Implement a think-pair-share routine where students first think individually, discuss with a partner, and then share with the group.


3. Use Authentic and Meaningful Tasks

Engage students with tasks that connect language learning to real-world contexts.

  • Real-Life Relevance: Design tasks like role-plays or project-based learning tied to practical scenarios.
  • Cultural Connections: Incorporate students’ interests and cultural backgrounds to personalize learning.

Example Activity: Have students plan a trip to a country where the target language is spoken, researching destinations, itineraries, and presenting in the target language.


4. Encourage Reflective Practice

Reflection helps students become more aware of their progress and identify areas for growth.

  • Regular Reflections: Use journals, learning logs, or group discussions to guide self-assessment.
  • Provide Prompts: Ask students to reflect on what they’ve learned, challenges faced, and ways to improve.

Example Activity: At week’s end, ask students to write journal entries about their learning experiences and share in small groups.


5. Model Effective Communication

Your actions set the tone for classroom discourse.

  • Think-Alouds: Demonstrate how you process and choose words in the target language.
  • Active Listening: Paraphrase students’ responses to show you value their contributions.

Example Activity: During discussions, model active listening by repeating students’ responses before adding your own.


YOur Turn

Building a classroom discourse community takes time and consistent effort, but the rewards are invaluable. By fostering norms, encouraging interaction, using authentic tasks, promoting reflection, and modeling communication, you’ll create an environment where students feel connected and confident.

Try implementing one of these strategies in your classroom. Watch how your students respond, and share your experiences with us on social media.

10: Equity in the Language Classroom with A.C. Quintero

In this episode we talk about equity in the in language classroom, but it’s really about equity in any classroom.  [sign up for Talking Points]

I am joined by A.C. Quintero who helps us to understand the importance of creating a classroom and student experience that moves beyond equality and focuses on an authentic equity.

A.C. speaks about…

  • what students “bring” to the classroom that language teachers need to be aware of.
  • how we can assess in ways that are equitable and recognize students’ skills in different areas.
  • culturally responsive teaching and how this benefits student.
  • teaching equitably in intentional ways.
  • biases and our responsibility as teachers to recognize them.

Connect with A.C. Quintero:

Follow wherever you listen to podcasts.

Foreign Language Speaking Activity, Easily Adapted to Proficiency Levels

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).

Foreign (World) Language Speaking Activity, Based onProficiency Levels (French, Spanish) www.wlteacher.wordpress.comTypically 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.

Foreign Language Speaking Activity, Easily Adapted to Proficiency LevelsStudents 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.