Speak to Me!

Strategies for Eliciting Oral Language

​

Session 4.2, Simonds Hall, 2:05pm

MLTAV Conference

Friday 17^th May, 2019

​

lintonroe@icloud.com

1

Learning Intentions

• Explore strategies to increase students’ use of language
• Develop a repertoire of games and activities to use in your teaching
• Share and collaborate with each other
• Examine and address some common challenges

2

Languages = Learning

Are You A Role Model?

3

Languages = Learning

String Game

• Fun, interactive way to do introductions, roll call or rehearse simple language
• All students use language all the time
• Teacher can be a co-learner with the students
• Learners can become drivers

4

Languages = Learning

Forbidden Word

• Choose one (or more) word(s) that you are NOT allowed to say in English
• Everyone starts with a peg but you lose it if you say the forbidden word(s)
• You may give extra pegs for good use of target languages (TL)
• Try posso instead of “can I” or “I can”. Try danke instead of thanks
• What other words or short phrases would work well?

5

Languages = Learning

Teachers Speak Too Much

“If the teacher speaks all the time in the classroom, it certainly proves to all that he or she speaks good French, speaks it well, but the students do not learn. It is hard to imagine a violin teacher playing the violin in front of students and never letting them play themselves. To learn a language, it is impossible to learn without speaking, writing, reading, interacting with others in the target language. Therefore, the methodology must focus on a constant effort to increase interactions in the class, and to promote opportunities for learners to be active. Spending hours of the day listening to someone continually speaking at them is exhausting.”

Boiron (2019), from Babel, Volume 53 Issue 2

6

Languages = Learning

Repeating v Choralling

• Using 5 words, try copying or repeating what another person says
• Add an action
• Now try to use the words and action AT THE SAME TIME as everyone in the group
• Affirm or reward learners that lead and/or have different suggestions
• Pegs and stickers work well

7

Languages = Learning

I see, I think, I wonder…

• Present a picture or object
• Ask the learners to only say what they can see
• Then ask them what they think, then what they wonder
• To get them speaking, start by writing up any words they give you, e.g. colours and nouns
• What might one of the characters be thinking?
• Can combine with think/pair/share

8

Languages = Learning

9

Languages = Learning

Learners as Drivers

• Let the learners suggest new ways of using oral language
• Change the rule - what’s one new way we could play this game?
• Affirm/Reward leaders
• What is the benefit of having the teacher as a co-learner?
• What games could this work for?
• Pac man? Bingo? Four Corners? Any?

10

Languages = Learning

Say as much as you can…

11

Languages = Learning

Ideas and Suggestions

• Plan to increase the frequency of opportunities for students to use language. This might include timetable changes, non-negotiables around staff usage or bringing 10 minutes per day into the classroom setting.
• Give the students the language they want and NEED in order to communicate in their learning environment, e.g. 100 most-used words.
• Move away from traditional “topics” such as numbers, colours, days of the week, food and festivals and look to use authentic classroom language.
• Used pared-down language and gesture to enhance use and retention.
• Teachers should speak less and encourage students to all speak together (choralling), to increase the amount of time they are using language.

​

​

​

12

Languages = Learning

Contact Details

Linton is currently working as a Languages Coach for Catholic Education Melbourne and as an independent Educational Consultant.

If you would like more information about this presentation or Linton’s work, please contact him:

​

​

lintonroe@icloud.com

+61 417 752 422

13

Languages = Learning