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Keeping the Classroom in the Target Language

Keeping the Classroom in the Target Language. Shuhan C. Wang, Ph.D. with Carol Ann Dahlberg, Ph.D. STARTALK, Chicago October 2008. Instructional Implications: Why keep the classroom in the Target Language? How can we keep the classroom in the Target Language?. Why keep the classroom

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Keeping the Classroom in the Target Language

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  1. Keeping the Classroom in the Target Language Shuhan C. Wang, Ph.D. with Carol Ann Dahlberg, Ph.D. STARTALK, Chicago October 2008

  2. Instructional Implications: • Why keep the classroom in the Target Language? • How can we keep the classroom in the Target Language?

  3. Why keep the classroom in the Target Language? Students need… 1. to be surrounded with comprehensible language in order to learn the language. 2. opportunities and reasons to use the language.

  4. Why keep the classroom in the Target Language? 3. Target Language instruction is brain-compatible instruction. • Learning through connections • Purposeful • Meaningful • Real

  5. Why keep the classroom in the Target Language? 4. Language is the key to culture. • Language is “culture in action”

  6. How do we keep the classroom in the Target Language? Use the target language consistently. • Show that the target language is important to you. • Surround students with the new language. • Keep track of and assess target language use. • Use a reinforcement system.

  7. Howdo we keep the classroom in the Target Language? 2. Separate the native language from the target language. • Use signs or signals to mark the boundary of languages • Teach routine commands (e.g., Listen, Look over here)

  8. What is the role of English in a world language classroom? • intentional • for a purpose • conscious decision

  9. What portion of the class time should be spent in the target language? 98 95100% of the time!

  10. Shall I Use English? • Can I find a way to communicate the new idea in the new language? • Can I simplify? • Can I enrich the context? • concrete materials • visuals • experiences

  11. Shall I Use English? • Can I substitute a different concept? • Can I delay this topic until we can deal with it in the target language? • Can I ask the classroom teacher to follow up?

  12. ?¿? Is this really important enough to sacrifice valuable time in the new language in order to speak English?

  13. Howdo we keep the classroom in the Target Language? 3. Make the language comprehensible. • Monitor comprehension. • Maintain a physical classroom and school environment to support the target language.

  14. Howdo we keep the classroom in the Target Language? 4. Teach functional chunks of language. (prefabricated language) • Passwords and language ladders • Rhymes, poems and chants • Songs • Games • Gouin series

  15. Howdo we keep the classroom in the Target Language? • 5. Use Strategies forConversational • Management and Routine Commands • I don’t understand. • Would your repeat that, please? • Did you mean… ? • Could you please speak more slowly? • How do you say _______? • What does _______ mean?

  16. Howdo we keep the classroom in the Target Language? 6. Use partner and small group activities. • informal pairs • pairs or small groups • interactive tasks

  17. Six Principles for Target Language Use in the Classroom Use the target language consistently. 2. Separate the native language from the target language. 3. Make the language comprehensible. 4. Teach functional chunks of language. 5. Use Strategies for Conversational Management and Routine Commands 6. Use partner and small group activities.

  18. Implications for Teacher Development • Useful topics or courses: • Second language acquisition • The structure of the target language • Approaches and methods • Standards- and performance-based curriculum and material design • Reflective practices

  19. Communication Cultures Communities Comparisons Connections Context

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