Extensive Speaking: The Classroom
The student population in our residential school is nearly exclusively comprised of Chinese nationals for whom Mandarin is the first language. Therefore, linguistically, culturally and geographically, other than living in dormitories during the week, the students are 'home.' The language challenge becomes maximizing English speaking when students are in a classroom setting because the rest of the time they are 'home' and speaking Mandarin.
To maximize extensive oral language output in every classroom, our school currently uses the following approaches:
1) Coaching/Supporting Paradigm Shifts in Teachers
In order to facilitate extensive English language production, school leadership trains and supports teachers in accepting and acting on the concept that all teachers of content are simultaneously teachers of language. Instructional design and observation tools are critical in this process. Teachers must understand that all their courses, such as Calculus for example, have intrinsic value conceptually, but also as a carrier of language. Teachers learn that they must plan for lesson chunks during every lesson in which they briefly step away from the role of instructor of content and simply observe and record language production in the content area. A plus/minus document like the one above facilitates that process.
2) Our school also uses extrinsic linear incentivization to maximize language production. Students are rewarded for language speaking through a coupon/prize system as well as being able to earn a small percentage of marks in all subjects through language production rubrics.
3) When the above systems work well and students become motivated by success, a climate of habituation is created and English production begins to transfer out of the classroom into 'home' situations. In many ways, extensive language production parallels Harry Wong's thinking about routines and procedures.
To maximize extensive oral language output in every classroom, our school currently uses the following approaches:
1) Coaching/Supporting Paradigm Shifts in Teachers
In order to facilitate extensive English language production, school leadership trains and supports teachers in accepting and acting on the concept that all teachers of content are simultaneously teachers of language. Instructional design and observation tools are critical in this process. Teachers must understand that all their courses, such as Calculus for example, have intrinsic value conceptually, but also as a carrier of language. Teachers learn that they must plan for lesson chunks during every lesson in which they briefly step away from the role of instructor of content and simply observe and record language production in the content area. A plus/minus document like the one above facilitates that process.
2) Our school also uses extrinsic linear incentivization to maximize language production. Students are rewarded for language speaking through a coupon/prize system as well as being able to earn a small percentage of marks in all subjects through language production rubrics.
3) When the above systems work well and students become motivated by success, a climate of habituation is created and English production begins to transfer out of the classroom into 'home' situations. In many ways, extensive language production parallels Harry Wong's thinking about routines and procedures.
Relation to Guiding Principles
Principle Two ~ Encourage Communicative Output ~ Output activities allow students to use the target language to develop a personal voice, try out new words that they have met in input activities, and gain feedback from others about the correctness of their use. Students are making meaning with new language.