You know how it goes: You're teaching, you're teaching, getting tons of Target Language (TL) output, but once you set them off on their own for independent or one-on-one interpersonal work, that annoying L1 comes back in. Keeping THEM in the target language 90% of the time is challenging!We hear this from teachers ALL THE TIME:
"They speak Spanish, but then when I walk away, they are back to English"
"The only way I can get them to not speak English is to take points off, but then they just don't speak at all!"
At the SWCOLT conference in 2014, I sat in on a session with an amazing teacher, Christine Lanphere, who, if I’m not mistaken, was the SWCOLT teacher of the year in 2014. It was like being with a celebrity.
Christine offered a number of ways for teachers to both assess our own Target Language (TL) use, and also ways to stay in the (TL) 90% of the time each day.
This is a scary process.
So that’s your step one: commit to not using English. If you're not sure how, see this post.
Anyway, back to the conference. The most salient moment of this presentation, for me, was the presenter’s tip to get a small candle, light it at the beginning of class and blow it out only when someone speaks English.
It could not work better.
Some parameters: I promised the kids a party, if they were the first class to burn the candle completely out. A little healthy competition works really well here. You could have a movie day, game day, free homework pass to the class, whatever suits you, but the dangling carrot turned out to be both team building and made for a more successful challenge.
If candles are a no-no (I'm pretty sure they are for us, too, but...some rules are made to be broken), try one of those LED candles. Once they don't work, par-tay.
I vow NEVER to tell who the Target Language Offender was. "Todos tendremos nuestro día, y cuando sea el suyo, no querrán que yo les diga”, I told them. I usually have to repeat that mantra every time the candle gets blown out.
Here's how it goes:
1) Meet them at the door with their password.
2) Walk in to the room and dramatically light the candle as class begins. I usually say, in my loudest teacher voice "LA VELA LA VELA LA VELA LA VELAAAAAA". (Now the kids see me walking toward it and they start saying it!)
3) Go about your business in Spanish only.
4) Blow the candle out when someone speaks English or when class ends!
This would never work in first year, you say? Here’s how I made it work for my first year, super-novice class:
For lower levels, just like everything we do, take it slow. Start with a really small candle. Not a tea light, but a small votive. 2) Start by burning it for just ONE activity, usually something Info-gap -ish, so they have an anchor. In other words, if you give them a document that contains a majority of the output that they will be required to make, model like crazy, then light the candle. If they make it through, tell them how impressed you are, and blow it out.
The next day -- definitely don't wait too long -- do another activity that has an anchor, repeat how impressive they are, and tell them that you are going to let them get a leg up on the competition by letting it burn while you go over the activity. THEN explain that you planned to blow the candle out. ¿Apago la vela? ¿No apago la vela? Ask THEM what you should do (think about all that input that they will be getting!!) When they see it's not that bad, they usually want to try, and poco a poco they are speaking more in the TL.
Not feeling the candle? Check out this amazing idea that achieves the same goal, but with a twist.
How about you? Do you have other great ideas for keeping them in the TL?
Comments will be approved before showing up.