Language of Instruction

1. Language of Instruction Tying Principle to Practice Desiree Hayden-Parra, Arlington High School October 13th, 2012

2. Overview Importance of using the TL in the language classroom Degree to which the TL is used in language classrooms Reasons why the L1 is used in the language classroom Resources and strategies which promote the use of the TL in the language classroom Tying principle to practice in Spanish I

3. Importance Comprehensible input plays a crucial role in the acquisition of a L2 L2 teachers provide the principal, or possibly only, source of comprehensible input Use of the TL provides an opportunity for authentic language use Use of the TL shows the importance of the language not just as a subject for study, but as a valuable tool for communication

4. Survey • Which best describes your use of the TL in your classroom? • Poll Everywhere

5. Principle vs. Practice • Principle: L2 students should be exposed to the TL as much as possible • Practice: TL usage in the L2 classroom ranges from 100% to 10% • Used more frequently in the upper levels of an L2

6. Reasons for using the L1 Building teacher-student relations Classroom management Comprehension check Grammar instruction Humor Personal comments Translation

7. Challenges of using the TL Use of the TL takes more time and energy Some students may be resistant Advanced knowledge of the TL is needed Sometimes adequate training and professional development opportunities are not available

8. Strategies • Begin with daily classroom routines • Be aware of and use compensation strategies such as: • Body language • Circumlocution • Gestures • Repetition • Simplify vocabulary • Visual aids • Speak naturally

9. Strategies continued… • Be aware of potential difficulties • L1 use should be deliberate • Self-evaluate

10. Resources • www.miscositas.com • A Picture Paints • Passwords • Chinese • English • French • Italian • Spanish • Language ladders

11. Tying Principle to Practice in Spanish I TL used for instruction with planned L1 used when needed Students grades stayed the same or improved Students enjoy class Students are more invested in the language

12. References Bateman, Blair E. "Student Teachers Attitudes and Beliefs about using the Target Language in the Classroom." Foreign Language Annals 41.1 (2008): 11-28. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012. Chavez, Monika. "Classroom-Language use in Teacher-Led Instruction and Teachers Self-Perceived Roles." IRAL 44.1 (2006): 49-102. Linguistics and LanguageBehaviorAbstracts(LLBA). Web. 25 Jan. 2012. Crawford, Jane. "Language Choices in the Foreign Language Classroom: Target Language Or the Learners First Language?" RELC Journal 35.1 (2004): 5-20. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012. Duff, Patricia A., and Charlene G. Polio. "How Much Foreign Language is there in the Foreign Language Classroom?" The Modern Language Journal 74.2 (1990): 154-66. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012. Edstrom, Anne. "L1 use in the L2 Classroom: One Teachers Self-Evaluation." The Canadian Modern Language Review/La Revue canadienne des languesvivantes63.2 (2006): 275-92. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012. Harper, Sandra N. "A Teaching Strategy for Developing Real Communication in the Foreign Language Classroom." Hispania 63.3 (1980): 544-7. Linguistics and LanguageBehaviorAbstracts (LLBA). Web. 25 Jan. 2012. Kim, Sun Hee Ok, and Catherine Elder. "Language Choices and Pedagogic Functions in the Foreign Language Classroom: A Cross-Linguistic Functional Analysis of Teacher Talk." Language Teaching Research 9.4 (2005): 355-80. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012.

13. References continued… Littlewood, William, and Baohua Yu. "First Language and Target Language in the Foreign Language Classroom." Language Teaching 44.1 (2011): 64-77. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012. McBride, Nicole. "The Role of the Target Language in Cultural Studies: Two Surveys in UK Universities." Language, Culture and Curriculum 16.3 (2003): 298-311. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012. Nassaji, Hossein. "The Amount, Purpose, and Reasons for using L1 in L2 Classrooms." Foreign Language Annals 42.4 (2009): 742-59. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012. Rolin-Ianziti, Jeanne, and Rachel Varshney. "Students Views regarding the use of the First Language: An Exploratory Study in a Tertiary Context Maximizing Target Language use." The Canadian Modern Language Review/La Revue canadienne des languesvivantes 65.2 (2008): 249-73. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012. Suby, Juliana, and YulyAsencion-Delaney. "The use of Spanish by Teachers in Beginner Classes." Hispania 92.3 (2009): 593-607. Linguistics and LanguageBehaviorAbstracts(LLBA). Web. 25 Jan. 2012. Thompson, Gregory L. "Language use in the Classroom: Understanding the Relationship between Perceptions, Beliefs, and Verbal Communication." Hispania 92.3 (2009): 537-49. Linguistics and LanguageBehaviorAbstracts (LLBA). Web. 25 Jan. 2012. Veque, Catherine. “Maximising Target Language Use in the Immersion Classroom.” Babel40.2 (2005): 10-38. Linguistics and Language Behavior Abstracts (LLBA). PDF. 7 Feb. 2012. Wilkerson, Carol. "Instructors use of English in the Modern Language Classroom." Foreign Language Annals 41.2 (2008): 310-20. Linguistics and Language Behavior Abstracts (LLBA). Web. 25 Jan. 2012.