SALT Conference November 2015 Hilary McColl & Susan Thomas the teacher should conduct the lessons in the target language as much as possible; it should become the accepted medium for classroom language. The Modern Languages Excellence Report, 2011, p.23 the teacher should conduct the lessons in the target language as much as possible; it should become the accepted medium for classroom language. The Modern Languages Excellence Report, 2011, p.23 the teacher should conduct the lessons in the target language as much as possible; it should become the accepted medium for classroom language. The Modern Languages Excellence Report, 2011, p.23 the teacher should conduct the lessons in the target language as much as possible; it should become the accepted medium for classroom language. The Modern Languages Excellence Report, 2011, p.23 the teacher should conduct the lessons in the target language as much as possible; it should become the accepted medium for classroom language. The Modern Languages Excellence Report, 2011, p.23 What do YOU think? Everyone tells us we should do more, but no one tells us HOW! Where do I start? Everyone tells us we should do more TL, but no one tells us HOW! Where do I start? The pupils complain they cant understand what Im saying! Everyone tells us we should do more TL, but no one tells us HOW! Where do I start? The pupils say they cant understand what Im saying! Im afraid my French wont be good enough Everyone tells us we should do more TL, but no one tells us HOW! Where do I start? Theres not enough time! It takes me all my time just to cover the syllabus! The pupils say they cant understand what Im saying! Im afraid my French wont be good enough Everyone tells us we should do more TL, but no one tells us HOW! Where do we start? Theres not enough time! It takes me all my time just to cover the syllabus! The pupils say they cant understand what Im saying! and, its not tested anyway, is it? Im afraid my French wont be good enough the teacher should conduct the lessons in the target language as much as possible; it should become the accepted medium for classroom language. The Modern Languages Excellence Report, 2011, p.23 untutored learning through simple exposure to natural language input does not seem to lead to sufficient progress in L2 attainment for most school leavers. Zoltn Drnyei The principled communicative approach untutored learning through simple exposure to natural language input does not seem to lead to sufficient progress in L2 attainment for most school leavers. Zoltn Drnyei The principled communicative approach In other words: Teacher talk is not enough Implicit learning is not enough Explicit learning procedures are needed 1. IDENTIFY, with students, a situation that occurs regularly and where there is a genuine need or wish to communicate. Discuss what language they already know that can be used to meet, or partially meet, the situation. 2. TEACH any missing language. Model use of known and new language. Explain any new structures. Ensure students know what they are saying. 5. Later: REVIEW, REFINE, EXPAND. Ask students to suggest variations that follow a similar pattern, and show them how they extend the pattern to cover new but related situations. Give credit for creative use of language patterns. 3. PRACTISE until all understand and are comfortable with language and structures. 4. Thereafter, teacher and students USE THE LANGUAGE FOR REAL on each occasion that the situation recurs. 1. IDENTIFY, with students, a situation that occurs regularly and where there is a genuine need or wish to communicate. Discuss what language they already know that can be used to meet, or partially meet, the situation. 2. TEACH any missing language. Model use of known and new language. Explain any new structures. Ensure students know what they are saying. 3. PRACTISE until all understand and are comfortable with language and structures. 4. Thereafter, teacher and students USE THE LANGUAGE FOR REAL on each occasion that the situation recurs. 5. Later: REVIEW, REFINE, EXPAND. Ask students to suggest variations that follow a similar pattern, and show them how they extend the pattern to cover new but related situations. Give credit for creative use of language patterns. 1. IDENTIFY, with students, a situation that occurs regularly and where there is a genuine need or wish to communicate. Discuss what language they already know that can be used to meet, or partially meet, the situation. 2. TEACH any missing language. Model use of known and new language. Explain any new structures. Ensure students know what they are saying. 5. Later: REVIEW, REFINE, EXPAND. Ask students to suggest variations that follow a similar pattern, and show them how they extend the pattern to cover new but related situations. Give credit for creative use of language patterns. 3. PRACTISE until all understand and are comfortable with language and structures. 4. Thereafter, teacher and students USE THE LANGUAGE FOR REAL on each occasion that the situation recurs. Youll need a pencil. Where is your pencil? Havent you got a pencil? Where is it? I havent got a pencil. My pencils broken. Can I use the sharpener? I left it at home. I forgot to put it in my bag. Ive lost it. John borrowed it and he wont give it back! Youll need a pencil. Where is your pencil? Havent you got a pencil? Where is it? I havent got a pencil. My pencils broken. Can I use the sharpener? I left it at home. I forgot to put it in my bag. Ive lost it. John borrowed it and he wont give it back! Sortez vos crayons! Tu as un crayon? Tu nas pas de crayon? Prends un crayon. O est ton crayon? Vous aurez besoin dun crayon. etc. Voici mon crayon! Je nai pas de crayon. Jai perdu mon crayon / Je lai perdu Mon crayon est cass / je lai cass Je peux tailler mon crayon? Je peux emprunter un crayon? Tu peux memprunter un crayon? Jai oubli mon crayon Joe la emprunt et il ne la pas rendu! etc. un crayon le crayon mon crayon ton crayon des crayons (de couleur) les crayons mes crayons vos crayons SALT Conference November 2015 Hilary McColl & Susan Thomas More information about our approach to developing use of the target language can be found here: