To Speak or Not to Speak

Interpersonal Communication… The Silent Period… Presentational Mode… Affective Filter… How do we know what is right for our students? Honestly, I love reading the research but the truth is that we know what is right for OUR students by looking at OUR students.

Skits: For me, they didn’t work. I paired students up, they spoke English while they planned. They looked up a bunch of words in the dictionary. They either read in a monotone or presented with great enthusiasm… but no one understood them because they weren’t using the vocabulary we’d studied in class. So I nixed them.

Oral Presentations: For me, they didn’t work when it was one student in front of the class. It took a whole day in one section of Spanish 2 and 1.25 days in the other. It left everyone else with nothing to do while the presenter was speaking so I had to hush them all of the time. It was often like the skit in that students were presenting on a topic and had looked up words that the class did not know. So I nixed them too.

Then came the good ole’ speaking test. I gave a list of questions they might be asked and they planned how they would answer and responded to a set number of questions. Again, it took up a lot of class time leaving all but one student with nothing to do at any given time… It didn’t really show their ability because they had planned and memorized answers. It was boring. So I nixed that… Wow. I did a lot of nixing.

So what do I do then?

Gallery Style: If they are presenting a product, I have half of the class stand to present and the other half listen as “gallery patrons”. They listen to the presentation, follow up with 2 good questions and the presenter has to come up with 2 good answers on the spot. I wander around the room the whole time listening to the different presentations. In a class of 24-30 I have 12-15 rotations to be able to hear every student speak before I MUST ask them to switch places. I never need that many rotations (and if I ever felt like I didn’t hear someones presentation well, I would have everyone grab their product and record a FlipGrid presenting the work to me… then I’m able to get back to those I was not sure of).

Simple FlipGrid or LMS video: If I just want them to answer a specific question or tell what they know about a specific topic, I have them record their response on FlipGrid or through our Learning Management- EBackpack. I can then listen whenever I am ready! Whole class speaking assessed in 5-10 minutes! (Well… not graded but finished!)

Centers: If I want to have 1 on 1 time with them, I do a round of centers. While students do interpretive listening, presentational writing, and interpretive reading at the other centers, groups of 3-4 come to me and I can have a true interpersonal discussion with them about the topic. I love this best!

Story Retells: A great way to get them speaking is a 3 way story retell! I have mine start by telling the story to something with a face because we all need our warm up to be someone who isn’t judgey!

 

In round 2, they retell to someone sitting near them, and in round 3, when they’ve practiced and feel good about the story, they retell to me via FlipGrid! Each is on a 6 minute timer so even with the transition time, they are done in about 20-25 minutes!

Discussion Thursday: I use Discussion Thursday a LOT (and sometimes on Monday or Friday…) to get students having an interpersonal conversation about something we are reading or studying in class. By asking THEM to come up with the questions, to reply to each other, to agree and disagree, and to know when it is time to move on to the next question, I put the burden of leading the discussion on them. I am free to sit back and enjoy. I LOVE hearing them speak.

Comprehensible Input has a purpose. Of course we want to use the Target Language in class as much as we possibly can but why? So that our students become comfortable and confident using the language themselves! Plan for them to speak as a way to show off how much they’ve acquired in the class rather than as a practice to get better at something they don’t know yet! Fill them up with input and you’ll be amazed by what comes out!

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Author: senoracmt

I began teaching Spanish in Illinois in 1994. I have taught levels 1-4 in a small rural high school, 8th grade introductory Spanish, Biology 1, and 101 and 102 at the community college level. My Spanish classes are partnered with the community college to offer students 8 semester hours of dual credit on completion of Spanish 4. In 2011 I met Carol Gaab and Kristy Placido and have since co-authored the book "La hija del sastre" with Carol Gaab and authored the novels "La Calaca Alegre", "Bianca Nieves y los 7 toritos." "Vector," "48 horas" and "Bananas" through Fluency Matters. In 2006 I became National Board certified and I have been serving as a mentor both for candidates seeking certification in world languages other than English and a virtual mentor for candidates in all certificate areas. I completed my Masters degree in Spanish education in 2011 and did my research on the use of Understanding by Design to create meaningful cultural units for the language classroom. I am a frequent presenter on this topic, please consider me if you are interested in a workshop on backward design. In 2013 I was named the ICTFL Foreign Language teacher of the year and in 2014 I was selected as CSCTFL's teacher of the year. In November of 2014 I was lucky enough to be one of the five finalists for the ACTFL National Teacher of the Year in San Antonio, TX. What a "Cinderella" experience! You can reach me via email at senoracmt at gmail.com.

2 thoughts

  1. Thank you for this post. I was just trying to figure out how to incorporate speaking assessment with my 4’s this year. This gives me so many options! I hope to try at least one of your suggestions sometime soon. Your blog and products in TPT are helping me to grow as a teacher this year. Mil gracias!!

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