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Lonnie Dai Zovi teaching in the target language |
But what if the criteria mentioned in the previous post is
not and cannot be met? Can you still approach 90? Eventually or sooner than you think.
Compromise.
- Don’t feel bad. Remember, like drinking 8
glasses of water, and exercises every day, this is a goal. Surprisingly,
when I ask large groups of teachers at language conferences how many of
them teach immersion at the lower levels, only about 10-15% raise their
hands. For upper levels, (3 or 4)
the number goes up. This is like when my dentist told me never to give my children
soft drinks. When I saw her
at a fast food restaurant with her 3 children drinking soft drinks, she
confessed that she suggested that to her patients, but she herself could
not enforce the no soft drink rule with her own children. Theory vs.
reality.
- Do your best. You CAN teach your way. Many
people who are fluent today were taught in many ways. None of my teachers
taught in all Spanish, save my college professors, and I am fluent.
- Speak and present as much in the TL as your situation allows you to. One teacher I know does 50% immersion. She speaks first in Spanish then again repeating the same concept in English. Double work for her? A time waster? Efficient scaffolding? Could unmotivated students not listen to the TL part and wait for her to say it in English? Maybe yes to all.
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Some of the Spanish Snappy sayings above the board and few Subjunctive Posters |
- Adopt words and phrases in the beginning of
the semester and never deviate. (Who is absent today? Pass up your
homework. Bless you, excuse me, etc, May I go to the bathroom, etc. ) Spanish (Italian and French, German, Chinese, Arabic, Portuguese, Japanese) classroom expression pics are good to display and use for this.
Soon, without even demanding it, the kids will volunteer to speak more TL
and /or asking how to say…
- Institute Fluency Friday. The kids actually respond very
well to this day The teacher ONLY speaks in the TL. Later the students
have to also speak only in the TL. This can be gradual, by semester and
level. It is not too long and not forever. It is a challenge and not a
mandate. Most students rise to the challenge to compete to be the first
to know what the teacher is saying.
- In upper levels , the TL should always be used. If the student have been scaffolded and prepped sufficiently, it is quite expected and welcome. The kids need to speak to each other informally in the TL also. That is harder to enforce all the time, but I try. Often the kids leave the room speaking Spanish after class, not even realizing it. After we read a passage, a story , or even have a grammar lesson (always in Spanish) I think that I have done a great job of explaining or acting it out. However, just in case I often ask who needs to step outside for another explanation, but in English. The rules don’t apply outside of the classroom walls, unless I say that they do. Usually the kids DID understand everything, they just needed to make sure.
The football players holding the "uniforme" chant
In conclusion:
- The ACTFL 90% immersion guideline does work well if the conditions are conducive to it.
- Don’t beat yourself up if you are unable to do immersion. Do it little by little. You may find it gets easier and the kids adapt to it well.
- Upper levels, honors classes, and small classes really should institute immersion.
- Those of you who successfully use the TL
90-100% of the time, be gentle on those who don’t. They are also good and
effective teachers. Don’t judge – they are not you.
To see some of Lonnie's many products in many languages and many subjects go to:
Lonnie Dai Zovi's Store on Teacher's Pay Teachers (and become a follower)
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