Taking responsibility, making

choices
1. Starting Small
Sometimes the small-scale instances of language choices have their roots in the
larger social and historical context of foreign language teaching, that made us feel
somewhat pessimistic about changing anything. This theory shows that very small
changes at one level of action may well generate large changes to system.

The principles about which language to use might be phrased as follows:

Use as much of the target language as possible
Ensure that use of first language supports the childrens language learning
2. Teacher-led Choice
Teacher has ultimate responsibility for the movement between languages that
happens in lessons, and the teachers repeated patterns of choicecontribute to
constructing the overall attitudes of the class towards the foreign language.

a. Explaining new language

Teachers should help the pupils to translate into first language when they have a
new words or sentences patterns.

b. Giving instructions
The instructions to the pupils activity, such as children moving into groups or
starting a new task, use of first language may be motivated by efficiency or by
helping particular pupils who do not understand.
c. Checking understanding
Checking that children have understood explanations and instructions is important for
class management. Pupils can be asked to explain what they have just heard to a partner to
cross-check their understanding.

d. Talk about learning

Talk about learning would seem to be a clear example of where use of the first language
might actively support the foreign language learning.

e. Talk about language

Children can enjoy making comparisons between first and foreign languages, pointing
out words that are similiar or very different, showing how the two languages work
differently, e.g, to create a plurals.

f. Feedback
Tone of voice and expression convey the teachers attitude and so foreign language
feedback can be effective. It is also useful for children to learn phrases that they can use
with each other in group and pair work.
g. Discipline
When teacher and pupils use the foreign language, they are in some sense out of
character. When discipline is called for, it is as if teacher and pupil have to leave the
pretend climate of the lesson and be real people in their real world for the
seriousness.

h. Informal talk
The use of first language was frequently noted as occurring between teacher and
pupils when they were talking informally at the end of lessons, or off record. It
would be possible for the teacher to use the foreign language to respond to pupils
first language, at least sometimes.

i. Making language choice concious

The last two contexts of use emphasise the pretend nature of using the foreign
language in a school classroom we might use it to make pupils more aware of their
language use.