iFLT 2017: Day 4

On day 4, I watched yet another language lab session and finished with probably the most useful, thought-provoking presentation of the week. It was called In Good Times and Bad: Staying in the TL 95%+ by Paul Kirschling. Not only was Paul comical, he really knows his stuff.

Teacher confession time: I do not stay in the TL 95% of the time. Or 90% of the time. I am really okay with about 80% of the time as a target (especially since, as Sara-Elizabeth notes here, that the 90% statement from ACTFL is really an arbitrary number made up that sounded pretty good to a bunch of teachers). My problem is… I like to tell personal stories. No problem, right? But then I run into something I can’t describe in Spanish. Or it’s a long story, because I’m me, and I ramble. So I switch to English. And then Kid 1 wants to tell a story, and I let them, because I care and I’m interested, but they have to use English to tell me all the details. And then Kid 2 wants to tell a story. And so on.

And then we technically did PQA. Just… all in English and now we’re 15 minutes into a 45 minute class and there was no language acquisition. Epic teacher fail.

So I decided to go to this session because the thing is, I am totally capable of staying in the TL 95% of the time or more, and the slow realization had dawned on me throughout the week. (But I’m going to say more about that in my wrap-up post so, no more here.) Here is what Paul had to say before he gave us squazillions of examples of how to stay in the TL:

  • Why do we need to stay in the TL? Because we have limited time with our students and there are no shortcuts.
  • What keeps us from using it? Classroom management issues, verbose verbiage, and most commonly YOU THE TEACHER (I bolded this with lots of exclamation points because I am the problem in my classroom.)
  • Two big ideas: layer in the language, and teach the phrases you need to be able to teach (directions, common phrases like What are you doing? / Do you need help? / Eyes on me / Is it true or false / etc)



This was the meat and potatoes of his session. It was the most obvious and also most enlightening sentence of the entire week for me. He said, kid has to go to the bathroom? Use it for input. Kid tries to speak English? Time for input. A visitor interrupts class? More input. I suppose if you are a control freak (I used to be one, but I am in recovery) then it will be very hard to let go of your lesson plan, but if you treat every moment as an opportunity to teach language, then it doesn’t really matter what kind of random stuff happens in class… it’s all a rich gold mine for teaching language, especially conversational language (lots of “should” and “what if” type language.) He also opened my eyes to taking rote input that I spent a lot of time teaching at the beginning of Spanish 1 and… not doing that anymore. Stuff like greetings, saying goodbye, basic courtesies… you know, things you teach the first two weeks of school in a big flurry and the kids immediately forget except for their favorite? Yeah, I’m not going to do that this year. Instead of doing that, just greet them in the same way for a few days until they either get it or get super tired of it, then mix it up. For example:

  • Good morning.
  • Good morning, class.
  • Good morning, my students.
  • Good morning, my dear students.
  • Good morning, my dear students who are always on time.

As you can see, you just keep layering on more and more new language – that’s how we acquire, right? By taking things we have already acquired and just putting a liiiiittle bit more on it.  As the year progresses, mix it up.

  • Good morning, Tigers. [our mascot]
  • Hello, young students and old students.
  • Good day, citizens.
  • Good afternoon, students wearing green shirts and black shorts.

One I came up with myself was a mishmash of an idea from La Maestra Loca, who names her classes, and this one. Name each class after a country, then greet them by their demonym – Hola peruanos, hola argentinos, hola candienses, etc.

Then he threw in some GREAT ideas for languages like Spanish. Want to teach your level ones some subjunctive?

  • I am thrilled you came today.
  • I am disappointed you are late.
  • It’s my pleasure to teach you today.
  • I’m so happy it’s Monday.

Emotions + subjunctive is a super common construction in Spanish, but I don’t normally introduce any of that until Spanish 3. The last one could even introduce ‘sea’ which is very important, being a form of ‘is’ and also being irregular. The modifier ‘tan’ for ‘so’ is also super handy. See? So much rich language in ONE simple sentence. And obviously you would write it on the board, explain the first day you say it, and all that good stuff. You can repeat this process with ways to ask how are you or say goodbye or any other typical routine courtesies.

Then Paul moved on to modeling various student interactions when a student has a routine request, like going to the bathroom, asking to charge a device, asking for a pencil, whatever. Going to the bathroom might include questions like:

  • Where are you going?
  • Is it near or is it far?
  • Is it dangerous to go?
  • What do you need to go?
  • Do you need your phone/a pass/money/your computer/etc?
  • How do you get there?
  • Class, should I let them go?
  • [after the student leaves] Do you think they’re really going to the bathroom? Will they text? Will they play games on their phone? Will they talk to Fiona in the bathroom? Will they be back in 5 minutes?

Obviously, you can’t do this every time and not all the questions every time, but it could be fun, especially if you have frequent fliers for certain things. Or hey, even have a kid do a set-up where they will specifically ask you for something (even though they don’t actually need that thing), because, why not?

This session opened my eyes to the possibility of easy input that is present in every single class if I would just look for it, and especially lots of conversational input that doesn’t necessarily sound stilted or forced (which can be a problem once you get into the higher levels and are trying to work in ways to use conditional or future tenses and such). Since these are tasks that are repeated frequently, you will get your repetition a few reps over a period of time rather than 20+ reps in one day like we might do with a specific CI activity, but students will pick that stuff up. And now I can save myself time at the beginning of Spanish 1 to get to more interesting things than practicing saying hola and buenos días.


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