Approaches to Instruction

Role of the Teacher

Classroom atmosphere is an important factor in second language learning. The learning accomplished and the enjoyment that children obtain from their school experiences are largely dependent upon the teacher. One of the teacher's largest responsibilities is to develop in the students a positive attitude to learning French as a second language. Along with a positive attitude students require a climate which is safe and secure. Promoting an environment where it is safe to talk and where no judgements are made, will encourage students to use the language. As a result they become more willing to experiment; to become risk-takers. Teachers will experience greater success when activities are planned around the students' interests and take into account subjects that they have some knowledge about.

In the traditional second language classroom, the teacher was always at the centre, explaining grammar and vocabulary, asking questions and correcting exercises. In an approach which provides opportunities for communication, the teacher's role is different but remains equally important. Not only does the teacher serve as the language model and facilitator, the teacher should also act as a guide.

As the teacher's role changes, so do the expectations of students. In keeping with creating a safe and secure environment, certain allowances are made in terms of structural errors, especially at the early stages of language learning. Making errors is a natural step in the process of learning a language. If students are to be risk-takers, teachers must learn to correct errors in context. Time and practice are needed to grasp new content. If specific errors occur with frequency or if they distort the meaning of a message, teachers should deal with the error with the entire class. Certain instances may require that the teacher work with an individual student if difficulty is experienced.

Encouragement and positive reinforcement promote self-confidence. When students experience self-confidence they feel secure enough to take chances and are not afraid to make mistakes.

The teacher still serves as a language model for the students and is of course responsible for the classroom. While remaining the person with whom the students will communicate most often, one of the main functions of the teacher will now be to discover or invent ways to encourage students to communicate meaningfully with each other. Instead of actively directing and controlling all activities the teacher will aim to set up conditions for meaningful practice and then take on the role of a resource person. Keeping in mind the spiral approach, material should be presented at the appropriate level and provisions should be made for re-entry and review. Teachers must be aware of the program objectives and ensure that these are being met. Instruction and evaluation must reflect these objectives.

The teacher will benefit from using a variety of strategies. As the students often work in small groups the teacher will observe the activities, noting problem areas for future work. During these activities, the teacher will interrupt to correct students only if the errors are so serious as to block communication. The classroom becomes student-centred rather than teacher-centred; the students do most of the talking and the role of the teacher is to facilitate, advise, assist and offer direction.

Students learn a language more quickly and more easily if they are comfortable and secure. It is the teacher's responsibility to create a warm, supportive learning environment. Only through rewarding and successful experiences can students learn effectively and retain a positive attitude toward the language and the culture.

Teachers are encouraged to become more knowledgeable of theories and methods of second language instruction. This can be done through reading and attending workshops, professional development days and conferences whenever the opportunity lends itself. Mini-immersion or immersion courses are instrumental in providing the opportunity for improvement/maintenance of communicative competence. Meeting with colleagues, formally or informally, also provides an opportunity for discussion, sharing and practising the language on another level.

Co-operative Learning

Rationale

Co-operative learning in pairs and small groups is an significant component in the delivery of a second language class based on the communicative/experiential approach. As students work in pairs or small groups, they build on the strengths of one another. Research shows that "co-operative learning produces high academic achievement, more effective problem solving, increased use of higher-level thinking skills, more positive attitudes toward subject matter and greater motivation to learn" (Judy Clarke, Ron Wideman, Susan Eadie, Together We Learn, Prentice-Hall Pub). The second-language classroom can be at times a frustrating place for many students but when students are allowed to work in small groups, the pressure of trying to understand and trying to communicate is alleviated. By incorporating co-operative learning strategies, teachers can provide a strong Core French program and at the same time be available to attend to the personal, social and academic aspects of the class.

Co-operative Learning and Pair Work in the Second Language Class

The Core French classroom is a natural setting for group and pair work and the subject material lends itself well to this teaching method. Students need maximum opportunity to speak and practise the language. Studying the language with a partner enables the students to use the language in a communicative context. Students who are familiar with the routine of working in pairs will undoubtedly have more chances to practise necessary phrases and linguistic structures.

As the class becomes more student-centred, the role of the teacher also begins to change. The typical teacher-student interaction teaching strategy is still necessary when introducing new work or when the teacher wants to ensure that students have comprehended a particular structure. Having the teacher do most of the talking, however, gives the students very little opportunity to practise the language. By placing the students in pairs and giving them the chance to become more involved in the acquisition of a second language, the classroom becomes more student-centred rather than teacher-centred. Although the teacher continues to model the language for the students and point out the grammatical concepts, the majority of teacher time is spent going from pair to pair or group to group, and listening for pronunciation, answering questions and actually being a resource for the students.

For many students and teachers, group and pair work will be a new experience, therefore it may be more effective to begin slowly and in a controlled manner. The first activities should be structured so that the work is controlled and the rate of success is high. Controlled activities and questions with specific answers are a good way to introduce pair work. In this way, students can begin to practise working in pairs without feeling frustrated or feeling the need for constant teacher assistance.

Reasons for success of pair work

Possible Pair Combinations

Preparing a group activity

Suggested Reading: Ford, Elizabeth, Criteria for Developing an Observation Scheme for Cooperative Language Learning, Canadian Modern Language Review 48, 1 (October).