As we step into our classrooms each day, we look for ways to support students understanding the language and using it with confidence in authentic situations. That’s certainly not a simple goal, but one that we can work toward with the right approach.
The idea of language functions (how we use the language) has inspired a paradigm shift in our teaching methodology. Traditional (or “Legacy” as aI like to say) language teaching focused on grammar and structures. With a focus on functions teachers are embracing a more encompassing strategy—one that revolves around the idea of language functions, or what what students do with the language.
It’s a shift that fundamentally transforms the way we view language teaching, placing authentic communication and language functions at the forefront. Here are practical strategies and examples to support our focus on language functions.
Novice Levels: Making Language Practical
At the novice level, students are like linguistic explorers, taking their first steps into the language terrain. Traditionally, they might have been bombarded with verb conjugations and intricate grammar rules. However, the shift towards language functions allows them to focus on practical, real-world applications.
Novice Low:
- Students can engage in simple role-play conversations, such as ordering food. They are encouraged to use common greetings, basic food-related vocabulary, and appropriate phrases.
- The goal is not grammatical perfection but practical communication. Students learn to convey their preferences in an authentic context, laying the foundation for real-life interactions.
Novice High:
- Students can participate in simulated scenarios such as traveling. Instead of overwhelming them with complex grammar structures, the focus is on enabling them to ask for directions, purchase tickets, and express basic needs.
- This functional approach helps them interact confidently during hypothetical trips. They understand that language learning is not just about constructing grammatically accurate sentences but about using the language effectively to navigate different situations.
Intermediate Levels: Expanding Communication
As students progress to intermediate levels, they are capable of more substantial interactions. The traditional approach might have kept them confined to rigid sentence structures and limited vocabulary. However, emphasizing language functions empowers them to engage in meaningful conversations and express their ideas authentically.
Intermediate Low:
- Students might explore the function of persuading and giving opinions. Instead of fixating on intricate subjunctive forms, they engage in debates about topics like environmental conservation. Here, they use expressions like “I think that” and “in my opinion” to articulate their viewpoints. They discover that language is a tool for expressing their thoughts and beliefs effectively.
Intermediate High:
- Students can narrate and describe. Rather than being confined to formulaic sentences, they recount personal experiences, share anecdotes, and describe memorable events using a variety of verb tenses and adjectives. They understand that language is not just a set of grammar rules but a means to convey their unique experiences and emotions.
Embrace the Shift
As language teachers, it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication. By doing so, we equip our students with the tools they need to navigate the multilingual world confidently. This shift ensures that language learning is not just a theoretical exercise, but a skill that can be applied in real-life situations.
Last year I wrote a blog post about an activity that I crafted using playing cards. You can read the details of that those activities 
Each player takes a turn by rolling the die and moving the number of spaces (cards) along the path. They find the box on the reference sheet that corresponds with the card they land on (4 of diamonds, king of hearts, 10 of spades, etc.) and speak using what is in the box. If students are novice they may identify with a singe word or phrase, but intermediate students could use the word or picture in a complete, discreet sentence.
Be sure to keep this communicative by asking students to do more than say a verb form, time or vocabulary word. Consider what the 
In an effort to try to cut down on the number of drafts that students need to write, particularly when the language issues are in the areas of spelling, accent placement, verb forms and adjective agreement, try using this approach. Give the students the topic in advance of an in-class writing assignment along with the prep sheet (see example below). The prep sheet is for student use and reference during the writing assignment in class. The left hand side has room for brainstorming and outlining, while right hand site has spaces for nouns, verbs in the infinitive, verb conjugation tables and any other grammatical or mechanical language element that students need to focus on. Students then write in class and use this sheet, which they have completed on their own based in the topic. This information is essentially what students will need to reference when working on additional drafts that the teacher has corrected. This approach has students notice and reference on their own and will most likely make an additional draft unnecessary. Try having students write on a topic with and without this type of sheet and see how the student work is different. The grammar topics on the right side should reflect the topic and what the teacher wants the students to use while writing.
