Lead the room, use the TL.
We all want to use the Target Language in our classroom. We were all inspired by a teacher/ native speakers, once thinking: “Wow, I want to speak like that”.
TL is something that can easily slip through the net, especially after a few years of teaching. It’s the one thing that can easily be forgotten.
If you are starting or reconnecting, take simple steps:
-Make yourself a list of key phrases that are useful for the classroom. A mix of classroom instructions, praising phrases and topic based (to comment on the weather, the previous holidays, lunch etc)
- Rehearse, visualise yourself using the phrases.
- Keep it simple, short, accessible phrases. Don’t lose your students, keep them hooked with short phrases they can easily understand and re-use. It will make them feel competent, engaged and feeling great!
-Step by step. Don’t overload the students, especially if they are not used to it, they may get anxious. Introduce a few sentences at a time as part of your routine. Once you notice students are responding, progressively add new phrases.
- Use cognates, emphasize your voice on key words.
-Use gestures, visuals, point at the board at the same time as explaining, write/ draw on the board.
The balance is hard to get sometimes. Establish a routine, a few phrases at a time until you see results.
My favourite phrases to use as routine, used with appropriate gestures or visuals":
-Allez, on y va
-3,2,1, et stop, c’est bon, je suis prête (Then pause, scan and wait for silence before starting again)
-Je cherche une personne pour distribuer les activités. (My hand on my forehead, scanning, pretending to look for someone)
-échangez vos cahiers avec un partenaire pour corriger les exercices. (Hands pointing at books on tables and modelling swapping)
-Prenez un stylo vert pour la correction. (Showing a green pen)
-Vérifiez vos réponses, tick tick tick en vert. (tick in the air with my pen)
-Posez vos stylos. (Showing pen then putting in down)
-on va lire/parler/écrire/écouter (Miming)
-C’est fini. Tu as fini? Tu es prêt.e? (Teach ‘prêt’ as in “pret à manger shop)
-Merci, c’est super, c’est fantastique
-J’adore ton travail, c’est excellent!
In peer assessment, provide students with a bank of phrases to provide feedback:
“J’adore ta description”
“Excellente description, beaucoup de détail”
“Ta description est fantastique parce que c’est développé”
When you use the target language, you refine your instructions, you sharpen your explanations, you explain with purpose rather than filling the room with noise, you go straight to the point which acts as a hook for students, alleviates the cognitive load, make it gentle for the memory. It’s rewarding for students when they feel they can understand you genuinely, and not just for the purpose of an exercise.
Shorter instructions, less noise in the classroom, more space and clarity of thoughts!
