Language learning is a valuable skill that can enhance cognitive, social, and cultural development. However, many students face challenges and barriers when learning a new language, especially in school settings. In this article, we will explore some of the best practices for promoting language learning in schools, based on linguistic research and pedagogical principles.
One of the key factors that influence language learning is motivation. Motivation can be intrinsic, meaning that learners are interested and curious about the language, or extrinsic, meaning that learners have external goals or rewards for learning the language. To promote motivation, teachers should provide meaningful and relevant tasks that connect the language to the learners' lives, interests, and needs. Teachers should also create a supportive and positive learning environment that fosters learners' confidence and self-efficacy.
Immersive learning is one of the best ways to encourage language learning in schools.Students should have an opportunity to be immersed in an environment where the language is spoken.However,if resources do not permit that environment can be created by watching movies,listening to music and reading books.
Students should be encouraged to speak in the language without any inhibition. The more they use the language, the better they get at it and the more they will engage with the language. It is a virtuous circle. Teachers should avoid putting too much emphasis on grammar during these conversations to allow students to enjoy the natural flow of the language without fearing mistakes.
Recognizing and celebrating students' progress and achievements in language learning is a crucial step towards motivation. This can be done through awards, certificates, class celebrations, or public presentations of student work. Moreover, offering timely and constructive feedback to students on their language proficiency, both in terms of accuracy and fluency is essential. Encourage self-assessment and reflection to help students track their progress and set goals for improvement.
I was never motivated to study languages in school, so much so that I actually wrote a letter to my school to convince them to let me drop Spanish studies. Having an external speaker, or seeing some of the applications at the time might have changed this attitude. Now I have multi-lingual role models and mentors that make it easy for me to find language learning engaging and see the utility.
Un professeur d’anglais devrait seulement utiliser l’anglais pendant sa classe et lorsqu’il croise ses élèves. Il peut s’aider d’imagés et de rituels . L’élève s’habitue alors à la nouvelle langue et n’a pas d’autre choix que de communiquer dans celle-ci.
Another important factor that affects language learning is input. Input refers to the language that learners hear or read from various sources, such as native speakers, media, books, etc. Input provides learners with the opportunity to encounter and comprehend the language in natural and diverse contexts. To promote input, teachers should expose learners to authentic and rich materials that reflect the real use and variation of the language. Teachers should also encourage learners to seek out and interact with input outside the classroom, such as through podcasts, videos, or online platforms.
Exposing learners to authentic input is very beneficial. The teacher should however be very careful and selective with regards to chosen inputs. Otherwise, it may totally discourage and demotivate learners. For example, if a chosen text or video speaks on a topic that doesn't interest learners or is way above their proficiency level, it might be boring and discouraging. The language teacher can do a general class survey to know what topics interest learners. Maybe an input on football for boys and fashion for girls would be interesting. In a nutshell, learners' level of proficiency and topic of interest should therefore be taken into consideration.
You must be brave. First of all, never be afraid of being speaking. Do your best of what you're reading. Don't forget. Practising makes perfect.
Research demonstrates that early exposure to language learning provides a distinct advantage. Thus, it is crucial to incorporate language instruction at an early age. Integrate immersive language programs or bilingual classes within the curriculum for young learners, laying a strong foundation for future language acquisition.
A third essential factor that influences language learning is output. Output refers to the language that learners produce or express, such as speaking or writing. Output allows learners to practice and consolidate their language skills, as well as to receive feedback and correction. To promote output, teachers should provide learners with ample and varied opportunities to use the language for communicative purposes. Teachers should also scaffold and support learners' output with appropriate guidance and models.
One of the best output experiences was going for dinner with the teachers at a language school I joined in China. Where I could directly apply what I was learning - having lessons in different settings such as cafes and outdoors definitely helps promote this.
*Technology integration will be happening *Teach your students how to use technology effectively, not robing their brain's language learning process but enhancing it. *Brain plasticity needs to be explained *In other to create new patterns in the brain we must use it *Show translator tools to help them find the best meaning, making associations and reasoning. *Critical thinking is necessary to learn a language. Explain that to students *Think outside the box and what helps an individual student communicate faster. ?? *What works for "a" student? *Interactive tests, quizzes, hands-on activities *Various AAL, AFL, and AOL combination to demonstrate their learning, and improve confidence and awareness of where the student needs to work.
Integrating technology into language learning can enhance engagement and provide customized learning experiences. Employ interactive language learning apps, online educational platforms, and technology-driven language-specific software to make the learning process more enjoyable and effective. Intelligent platforms can track student progress, offer targeted exercises, and provide real-time feedback, contributing to better learning outcomes.
The main objective of learning a language is to be able to use it in spoken and written form in various contexts, like meetings, conferences, hotels etc. Getting students at tertiary level to successfully manage a meeting roleplay after working on the theme, shows how well they can use the language of meetings and the vocabulary of the specific content of that meeting. Also, group presentations on specific subjects, which require some research, not only for content, but also for lexical and idiomatic items, give the students the opportunity to speak about what they have learnt. Creative writing exercises allow them to put their writing skills to the test, as well as their speaking and acting skills when they perform what they've written.
A fourth crucial factor that affects language learning is metalinguistic awareness. Metalinguistic awareness refers to the ability to reflect on and analyze the language system, such as its sounds, structures, meanings, and functions. Metalinguistic awareness helps learners to notice and understand the patterns and rules of the language, as well as to compare and contrast it with their own language. To promote metalinguistic awareness, teachers should incorporate explicit and implicit instruction on the language features and forms. Teachers should also use phonetic data analysis and visualization tools to help learners explore and appreciate the sound system of the language.
Students tend to think that learning a foreign language is "hard" as they might not be ready to embrace a new world. Drawing a parallel with their L1 is extremely beneficial. Not only will they develop a better understanding of the language learned but they also get a better grasp of their L1 thus enhancing their communication skills.
*Awareness: Braking the barriers that there is a brain for math and another for languages *Teacher must engage the learners *Languages are not difficult *Math is not difficult *Teach them HOW they learn WHAT *Implement a UDL learning environment *Be aware of hidden disabilities *Explore the alphabet (who borrows from whom) *Identify similarities *Have games *Students/teachers share past lived experiences *HOW one language is spoken differently and WHERE *Hear it, See it, Say it, Write it or draw it. Act it. *Lesson plans designed from a backward mid-set, make students aware of where they are heading. *Clear expectations of a lesson and where it leads to, building confidence through academic and emotional support
Englishfy?
Exposure to authentic language experiences is essential for language acquisition. Encourage field trips, cultural events, and language exchange programs, offering students opportunities to apply their language skills in real-life contexts. Inviting guest speakers, organizing language-themed competitions, or staging multicultural performances can further expand students' understanding and appreciation for languages. Encourage collaborative tasks, role-plays, and language games that emphasize practical usage of the language. When students recognize the relevance and practicality of the language they are learning, they become more motivated and confident in their abilities.
A fifth vital factor that influences language learning is intercultural competence. Intercultural competence refers to the ability to communicate and interact effectively and appropriately with people from different cultural backgrounds. Intercultural competence enhances learners' appreciation and respect for the diversity and complexity of the language and its speakers. To promote intercultural competence, teachers should integrate cultural content and perspectives into the language curriculum. Teachers should also encourage learners to engage in intercultural dialogue and exchange with native or proficient speakers of the language.
Establish a collaborative environment where students can support one another in their language learning journey. Pair students with varying proficiency levels to encourage peer tutoring, creating an inclusive and empowering space for learning. Consider organizing language clubs or conversation groups, facilitating opportunities for students to practice conversing in the target language beyond the classroom.
Culture and language are definitely intertwined. However, too often, I see language teachers who are not themselves interculturally competent regardless of whether or not they are so called "native speakers".
I often invited a guest to be interviewed by and chat to my students. Students would prepare themselves beforehand and many found themselves conversing with a native speaker for the first time and were often surprised at their newly learnt skills. Students found this exercise very effective in motivating them to converse and their additional prepared questions came in very useful when they weren’t sure of what to ask the guest. I received a lot of positive feedback from this exercise and students loved it !
If the learner realises that language learning does not end with in the four walls of a classroom and that the facilitator is equally curious to learn new things as them can act as a driving force. It can be a topic that interests them or may be something that the learners might want to share upon, just take a moment, and listen to them. Read out beautiful lines to them and contemplate. Once the passion is set in, magic is bound to happen.
Language learning is done I believe when we are kids of age 3yrs or so. Since, our parents keep talking in their language as a kid they start picking up the language. Best way is this when parents at the young age start telling stories to the kids, when a kid hears the story they remember. 2nd is in School if there is different language other than their own mother tongue they need to be encouraged to learn that by reading a story book or showing some kids program or watching movies so that 'interest' is being created in the child. At home, parent can start asking the questions and ask the child to reply in their new language learnt which will be like a game and thus a child can be interested more to learn.
I add: *Languages are a social & emotional learning *Teach survival phrases *Interrogative Adverbs speed learning *The parts of the speech. Often native speakers do not know the grammar well. *Group discussions & role-play *Hands-on activities. Create key-notes markers to use on the go *Students to speak in every lesson *The instructor must have cultural capital *#4 is crucial but it will be minimal if the teacher only knows one language. Making connections on the spot will not be possible *#5 A native speaker may not be as effective Speaking fluently without an accent is not an indicator of knowing the language well *Language teachers to know other languages, travel, let your students know that *Have FUN *Translate, Relate, Curate, Adapt
The school where I teach encourages the use of English as it is taught over three years in the agricultural sciences engineering degree. In semester 7, a few modules are offered in English with group presentations as the final assessment. There is also a poster presentation on scientific methodology in English which really puts the students' scientific knowledge and their English skills to the test! Because of the English bachelor's and master's degrees in viticulture and oenology offered at the school, as well as the Erasmus exchange programme, there are a lot of international students with whom our students can practice their English. All to their advantage!