Aspect

Use of L2

Highly Effective (4)

TS: Uses L2 as a main
language to interact
and instruction
between student
SS: Uses L2
meaninfuly to
interact with each
other and uses L2
fluently

Individual
learner
charatersiti
cs and
learner
styles

Use stage-appropriate
language so that each student can
participate at his or her
proficiency level.
Simplifies the instructions to the
relevant and appropriate level of
the student.
Uses age-appropriate

reward systems to
motivate the students
to use the second
language
Input and
interaction

Feedback

Types of tasks
and activities

Comprehensive input
and provide the

students with model

sentences they can use
when speaking
Provide feedback in a
non-threatening and
supportive way
., by praising students
efforts to speak in the
language of
instruction and
honoring their
attempts to
communicate in it
tasks in which meaningful
communication takes place
around the particular content
being taught.
. In response to a question, one
student might point to an
illustration, another might give a
one word or short phrase
response, and a third might give a

Effective

Developing

Ineffective

full explanation.

Provide a nurturing

environment from the beginning of the year in which students

feel comfortable taking risks with language. Respect students and expect them
to respect each other and each others mistakes. (e.g).

Provide ample opportunities for speaking. This requires that teachers monitor
the amount of time they themselves spend talking. Show genuine interest when
students talk.
Set up t.
Have a clear understanding of which language goals can be maximized in a
lesson, and provide the students with model sentences they can use when
speaking. For instance, for formulating a hypothesis during a science
experiment, the teacher may provide the sentence frame for the students to use:
If I add water to the solution, then (this will happen). This kind of support
will make the students feel more secure about how to say what they have in
mind.
Use stage-appropriate language so that each student can participate at his or her
proficiency level. In response to a question, one student might point to an
illustration, another might give a one word or short phrase response, and a third
might give a full explanation.
Provide second language learners with basic interactional phrases to keep the
conversation going. This focus on social language is often overlooked in
teaching the partner language in particular. It can include phrases such as How
do you say _____ in Spanish, Its my turn, and Can I have _____?
Know that students will make mistakes and do not attempt to correct all of
them (see Question # 4). It takes years to master a language.
Consider setting up age-appropriate reward systems to motivate the students to
use the second language, keeping in mind the varying cultural views,
understandings, and practices concerning the use of rewards among students
and their families.
Praise, praise, praise. Again, it is important to be mindful about potential
cultural differences with regard to the use of praise for students in the
classroom.

http://www.cal.org/twi/toolkit/QA/lang_a3.htm