Embracing the Target Language: Striking the Balance

Using the target language (TL) in Modern Language lessons is both a commendable and complex endeavour. However, for it to be successful, I believe, we need to find the delicate balance between immersing our students in the language and not overwhelming them. In my own classroom, I always aim to create an environment where the TL is a natural part of the learning process, but I try to do this in a way that is accessible and comprehensible to my students.

The Challenge of Balancing TL Use

One of the main challenges we face in using the TL in MFL lessons is determining how much to use it. On one hand, we aim to deliver our lessons in the TL to maximise exposure and practice. On the other hand, we need to be mindful of our students' ability to understand and engage with the material. Too much TL too soon can lead to confusion and frustration (I know I wouldn’t feel comfortable if someone spoke to me for an hour in a language I don’t understand and expected me to stay engaged and excited about learning it!), whereas too little can hinder the immersive experience necessary for language learning.

Establishing Clear Routines

A practical approach we can take to incorporate the TL is to establish clear routines where its use is integrated seamlessly. For example, during routine activities such as taking attendance or giving classroom instructions (e.g., "Open your book to page X" or "Write today's date and title"), using the TL can become second nature for our students. These routines help our students become familiar with common phrases and instructions without feeling overwhelmed.

Example: Every day, I greet my students in the TL, take attendance by asking "Wie geht's?" (How are you?), and give basic instructions like "Nehmt eure Bücher raus" (Take out your books).

Leveraging Known Concepts

Using the TL to explain concepts that my students already understand in their native language is another effective strategy. For instance, when revisiting familiar topics such as tenses in a GCSE class, I might switch to German (TL) for questions like "Was ist die Zeitform in diesem Satz?" (What is the tense in this sentence?) or "Woher weißt du das?" (How do you know it?). Similar to the example, I give below with my year 11 class. My students are accustomed to the vocabulary in English, so they can follow along even if they don’t understand every single word in German.

Example: When reviewing present tense verbs, we could ask in the TL, "Was ist das Subjekt in diesem Satz?" (What is the subject in this sentence?) and "Wie konjugiert man dieses Verb?" (How do you conjugate this verb?).

This strategy reinforces students' understanding and builds their confidence in using the TL as well as encourages them to speak like linguists. However, it's important to recognise which classes this approach will work with and which ones might struggle. You might want to use this strategy with your GCSE classes or higher-attaining groups. As the expert in your classroom, you know your students best. I would certainly not advocate for using the TL at all costs; it's crucial to adapt your approach to fit the needs and capabilities of each class.

Gradual Increase in TL Use

Interestingly, over past few years my GCSE classes requested more lessons delivered purely in German. Initially, I was quite surprised they were so open to this challenge as this has not been the norm before or when I started to teach; but it turned out to be quite successful. The key was that the students had already been exposed to the necessary vocabulary and structures in English. This prior knowledge made the transition to using more German in class smoother and more effective as mentioned above.

Here's how I went about it.

After a few months of using translanguaging (mixed language) instruction, I gradually switched to full TL lesson. I used a lot of non verbal clues, such as gesturing, pointing, and showing as well and I allowed my students to use / respond in either L1 or L2, whichever they were comfortable with (this led us to more discussions about translanguaging). My main aim was to show them that using the TL was not something to be scared of and that they could understand more than they thought. I explained that it was natural to understand and use the language better receptively than productively.

In my own classroom, I don't look for perfection but aim for as much use as possible and aim to remove the fear barrier of speaking and giving it a try, which I observe so often among my students in England. I want to reduce their fear of giving it a go and speak even if it is not completely correct. This approach really paid off with our Year 10 students on the recent trip to Berlin - their willingness to use the target language was brilliant to see, and it even led to them making some new German friends along the way.

Consistency is the Key

When using the TL, I believe, consistency is crucial. We should repeat the same language and structures to help our students internalise them. For example, if my students are used to the phrase "Macht das Buch auf Seite 23 auf." (Open the book on page 23.), it's important not to change the instruction to e.g. "Öffnet das Buch auf Seite 23.". Sticking to familiar phrases prevents confusion and helps our students feel more secure in their understanding.

Example: Every lesson, we use the same set phrases for common tasks like "Schreibt das Datum und den Titel" (Write the date and the title) and "Lest den Text laut vor" (Read the text aloud) or "Eins, zwei, drei, zeigt mir!" (One, two, three, show me!), when using the MWBs for example.

This is something we need to train ourselves to do as well, as it isn't always easy or natural, especially when starting your teaching career. As a mentor, I often see colleagues changing phrases or wording, which then confuses the students.

Having a stock of phrases we use across the department is also extremely useful. Since we often teach different classes over the years, it ensures that students hear the same instructional language regardless of who teaches them that academic year. This consistency helps reinforce their understanding and retention of key phrases*, making it easier for them to follow instructions and participate in activities.

For example, if we all use phrases like "Setzt euch, bitte!" (Sit down, please!) or "Alles einpacken!" (Pack up!), students become familiar with these commands and can respond quickly and confidently. It also optimises the cognitive load on students, as they don't need to decipher new ways of giving the same instructions each time they have a different teacher.

Furthermore, having a shared set of phrases fosters a cohesive learning environment across the department. It allows us to build on each other’s work more effectively. If a student transfers from one class to another, they can seamlessly continue their learning without needing to adjust to a new set of instructional terms. This uniformity can also support collaborative planning and resource sharing among teachers, as we can create lesson plans and materials that align with the common phrases we use.

In addition, this approach aids in classroom management. When students consistently hear and use the same phrases, it helps establish routines and expectations. They know what is expected of them and can transition smoothly between tasks, leading to a more organised and efficient classroom environment.

Conclusion

Incorporating the TL in MFL lessons is a complex process that requires careful planning and sensitivity to our students' needs. By establishing clear routines, leveraging known concepts and maintaining consistency, we can create an effective TL environment. Our ultimate goal is to provide ample exposure to the TL while ensuring that our students feel supported and capable. With the right balance, our students can thrive and develop their language skills without fear.

*Please note that I don’t give my students lists of classroom language to memorise. Instead, I use the same phrases consistently in my lessons, so they pick up the instructional language naturally through repeated exposure and listening.

Further reading:

• James Stubbs (teacher of French and Spanish, Leader) writes a lot about maximising the use of TL in his classroom, especially through the development of linguistic routines and in inductive approaches to teaching grammar. He blogs at: https://jamesstubbs.wordpress.com/

  
  

• Jennifer Wozniak-Rush (teacher of French and Spanish, leader), often delivers subject specific CPD. Her most recent webinar for Linguascope was: 'Target Language: A mission possible for our students' is available at: https://www.linguascope.com/apps/index.htm