Charlene Polio Michigan State University Linguistics & Languages

1. Keeping Teacher and Student Talk in the Target LanguageJune 11-13, 2007University of Wisconsin, Madision Charlene Polio Michigan State University Linguistics & Languages Center for Language Education and Research polio@msu.edu Fei Fei Michigan State University Second Language Studies Program Center for Language Education and Research feifei@msu.edu

2. Day one • Objectives (students will be able to…) • to understand why maximum use of the TL is important • to understand when the NL, used very sparingly, can be helpful • to make oneself comprehensible while speaking in the TL without using the students’ NL

3. Day one • Agenda (focus on comprehension) • Class introductions • Some background information • Introductory video of French class and discussion • Some assumptions about language learning • Challenges to using the target language • Introductory sample lesson and discussion • Teaching new writing systems in the target language • Teaching grammar in the target language • Sample lesson and discussion • Expanding grammar and vocabulary through comprehension-based lessons • Moving to speaking through story telling

4. What’s happening in class? • The National Association of Sport and Physical Education says that student students should get 45 minute of physical education class each day. How much activity does the average student get in a 45-minute class? • 16 minutes (http://www.npr.org/templates/story/story.php?storyId=6109027) • Think about an hour long language class. How much input are the student getting in the target language? (Duff & Polio, 1990). • One study of 13 languages showed a median of 79% in second-quarter language classes with a range of 10 to 100%. • This variation did not seem to be related to language type or writing system type. • How much are the students talking? (Zyzik & Polio, 2006) • Some evidence from three advanced Spanish literature classes Ellen Patricia Lourdes_____ CL1 CL2 CL1 CL2 CL1 CL2 Total T words 7042 6887 5490 6463 6653 6696 Total S words 927 613 284 216* 398** 291** *Excluding a student presentation **Excluding students reading passages from text

5. As you watch, answer the following • Is your teaching similar to or different from what you see in the video? • What visuals does the teacher use to keep the class in the TL? • What does the teacher do with her language to keep the class in the TL? • How does she make her instructions comprehensible to beginners in the TL? • What authentic materials does the teachers use? Are these helpful for beginners? • Should students be allowed to ask questions in English? • Should students be allowed to speak English in group work? • What grammar point does the teacher explain in French? • How does she use the written language to keep the class in the TL? • How does the teacher include culture in the TL for beginners? • How does the teacher correct students' errors? • What is your opinion of the "What's Missing?" game? • What is your opinion of the information gap activity? • What can be done to make more efficient use of class time? • What can be done to keep all students engaged and participating?

6. Theoretical framework: Interactionist approach • The interactionist approach focuses on three major issues. • Exposure (or input) is essential but not sufficient for language acquisition. It provides examples of language for learners, and interaction can help make input more comprehensible because it can help them ask for modifications to the input. • Production (or output) help learners notice specific problems or gaps in their language and helps them test hypotheses about the language. • Feedback on incorrect utterances are received during interaction in various forms and this facilitates acquisition.

7. Interactionist approach (cont) • A variety of factors can affect learning. • The main focus of interaction research was not originally on individual differences, but certain cognitive factors (e.g., working memory) and social (e.g., motivation) can affect acquisition. • Explicit feedback, which does not happen naturally outside of the language classroom, can positively affect acquisition. • Different tasks will elicit different linguistic structures as well as different types of feedback. • Learners’ developmental level will affect their ability to process feedback on given structures. • Much acquisition happens incidentally but some type of focus on form is necessary for full acquisition. • Note that explicit grammar instruction is considered useful if it is part of the target language input, and explicit feedback is useful if it takes place during interaction or in context.

8. What about Sanskrit? • Is it useful to provide input and interaction for languages which are going to read and not spoken? • Pros • When we read, we access the phonology of the language, so hearing the language might be useful. • It might motivate students because it is more fun and could be a change of pace. • Output will help students learn. • Cons • The teacher must be able to speak the language. • If reading is the goal, speaking in and listening to the target language might not be the most efficient way to reach that goal. • Necessary words might not exist in the target language. (How do you say “cell phone” in Sanskrit?) • Considerations • The teacher needs to use language related to the texts that will be read, as reading text is the ultimate goal. • Examples of language programs • University of Kentucky Latin Program (http://www.uky.edu/AS/Classics/institute_eng.html) • “It is well established that participation in a variety of learning modes, including writing, listening and speaking - not merely reading and translating - enhances the comprehension of any language and the appreciation of its nuances.”

9. Some assumptions for the classroom • The importance of teacher speech (input) • The teacher has to use the TL if he or she wants students to. • True communication in the TL is necessary for acquisition to occur. • Using the TL for classroom management ensure true communication. • There are a wide variety of strategies that a teacher can use to stay in the TL. • The importance of student production (output) • The teacher has to teach students the TL they need and then construct activities so that the students can use the language. • With more advanced learners, teachers need to push learners to use TL beyond their comfort level; open-ended activities often don’t accomplish this. • Teachers need to help learners feel comfortable when they are speaking the TL. • Discrete (not discreet) times for English • Assistance from visuals and written language (sometimes in English) • Grading only what has been taught • Providing a time to take risks

10. Challenges • Various logistical issues related to teacher and student use of the TL should be considered. • Covering the curriculum • What needs to be graded • Setting class policies • Specific times for English • “Punishment” for English use? • Amount of homework • Coordination with textbooks • Class Size • Motivation and attentiveness of students • Different difficulties for different levels • Beginners • Making yourself understood • Providing learners with enough language to speak • Intermediate • Getting students to talk more freely • Making yourself understood when discussing complex ideas • Pushing students to use complex language • Advanced • Pushing students to use complex language

11. Some exchanges from foreign language classes • Exchange 1 • T:Atem rotsim xazara. Ma ze xazara? Xazar. Ma ze xazar? • [You want a review. What does review mean? He reviewed. What does 'he reviewed' mean?] • SSS:Returned.// • T: //Returned. Repeat‑ returned. And it's xazara is review. Kein? Xazara is review. • [Yes?] • SSS: xxx • T: Atem rotsim et haxazara b'yon gimel, o b'yom daled? • [Do you want the review on Tuesday or on Wednesday?] • Eize yom atem rotsim? • [Which day do you want?] • Exchange 2 • T : ¿Por qué se atreve? ¿Qué es atreverse? To dare. Osar. ¿Por qué se atreve Camila? • [Why does she dare? What is to dare? To dare. Why does Camila dare?]

12. Exchange 3 • T:Mwusun ttusdlyeyyo? Mekun ili isseyo. • [What does that mean? Have the experience of eating] • ((7 seconds, no response from students)) • T: What does that mean? Having the experience of having lunch? • Exchange 4 • T:Tanggoeyse chumchun ili isseyo? • [Have you (ever) danced?] • S:Do you want‑ do you want me to say yes? • T:Have you? • S:No. • T:OK. • S:Anniyo. • [No.]

13. Strategies used by teachers to stay in the TL: Tone lesson • Give students expressions to ask for help. • Use written language to help learners keep track of information, including new vocabulary. • Use written language to help segment sentences and phrases. • Organize information well on blackboard. • Use small amounts of written English if necessary. • Debrief in English to address complex ideas or lack of understanding.

14. Sample beginner lessons in the TL: Teaching the writing system • How do you currently teach the writing system of your language? What techniques do you use? How long does it take to master? • Do you teach the writing system in the TL? • What challenges might there be to teaching the writing system in the TL? • Get into the following groups of two or three. • Bengali,Gujarati, Sinhala • Hindi (two groups) • Nepali • Sanskrit (find an appropriate group) • Tamil • Tibetan • Urdu • Plan a 10-20 minute lesson, for complete beginners, introducing the writing system of your language. This lesson must be completely in the TL but you may write on the board in English if absolutely necessary. Choose one person in your group to teach the lesson to the class. • I will choose about three people to present their lessons.

15. Day two objectives • Students will be able to • to introduce new writing systems to beginners using only the TL • to determine which grammar points can be taught in the TL • to teach some grammar to beginners using only the TL • to teach grammar and vocabulary using comprehension-based methods (such as TPR and structured input) • to understand the difference between activities that focus on form and those that focus on meaning • to use a variety of storytelling activities to teach language

16. Day two agenda • Writing system teaching demonstrations • Teaching grammar in the target language • Discussion • Chinese demonstration • Comprehension-based methods • Total physical response (TPR) • Structured input • Grammar teaching demonstrations • Moving to speaking through storytelling activities

17. Teaching grammar in the target language • Do you teach grammar in the target language?  If no, why not? • If sometimes, when do you use the target language and when do you not? •  If you do use the target language to teach grammar, how do you make your language comprehensible to the students? • What are the advantages of teaching grammar in the target language? • What are the disadvantages of teaching grammar in the target language? • What are some strategies that you can use to teach grammar in the target language?

18. Strategies for teaching grammar in the target language • Use props and visuals. • Give English grammar explanations for homework. • Brief/debrief in English. • Teach the vocabulary of grammar (e.g., noun, verb). • But this can be difficult if students have difficulty with English concepts. • Focus on easily teachable structures (e.g., not the subjunctive)

19. Group discussion • Think of two to four grammar points, one or two for beginners and one or two for intermediate students, that you could teach in the target language. • Think of two to four that you could not teach in the target language. Explain why they could not be taught in the target language.

20. Total Physical Response (TPR) • Assumptions • Motor activity is helpful. • Learning an L1 is similar to learning an L2. • Low anxiety facilitates language learning. • Comprehension precedes speaking. • Focus on meaning, not form. (?) • Use of unanalyzed chunks facilitates learning. • Pros • Can be fun and nonthreatening. (?) • Students learn to understand a lot quickly. • Good for children. • Good for large groups. (?) • Good for warm up activity. • Can be used to introduce new vocabulary. • Cons • Focuses on one skill – listening. • Difficult to incorporate all grammatical structures. • Based on probably false assumptions about language learning.

21. Comprehension-based lesson for vocabulary and grammar • What did you learn about Chinese grammar? • What structure is being taught in the TPR lesson? • What is your general impression of the lesson? • Can you adapt this to other structures? • How can you get the students talking? • Do you remember how to say anything?

22. What is attention to form/meaning? • Listening for a particular structure without having to understand the meaning (attention to form) • Listening for answers to comprehension questions (attention to meaning - primarily) • Can these be combined? • Yes, but it is difficult to focus on one particular structure. • Input processing/structured input approach

23. Listening comprehension sentences using the passive • At the beginning of this story, the man was honked at by the boy. • In picture 1, the boy is being followed by the man. • The car was run off the road by the bike. • In picture 3, the boy is being passed by the car. • The man was annoyed by the boy.

24. Structured input (also called input processing) • Assumptions • Learners will focus on content words before grammar words. • John traveled yesterday. • I bought five books. • The cat was chased by the dog. • Learners need activities to focus on form and meaning at the same time. • Explicit instruction can be used to introduce the structure. • How to use this technique • Present one new structure at a time. • Focus on both form and meaning. • Move from sentences to connected discourse. • Use both oral and written input. • Have the learners do something with the input.

25. Listening comprehension sentences using the possessive • Maria Shriver’s mother is Eunice Shriver. • Maria Shriver is the mother of Sargent Shriver. • Robin Lawford’s daughter is Victoria Lawford. • Peter Lawford is the father of Christopher Lawford. • Kara Kennedy is Joan Kennedy’s mother.

26. Preparing a grammar lesson • Get into your groups and prepare a grammar lesson that can taught completely in the target language to beginners. • Choose one person to teach. • The lesson should last about 15 minutes.