Return to: ETAP 623 Spring 2015 taught by Zhang |
My name is Dana Gaska. I am currently employed by OHM BOCES where I have been a Mandarin Chinese teacher for six years. I learned how to speak Chinese while studying for my undergraduate degree at UAlbany. I teach Chinese via distance learning using synchronous video. This year I am teaching about 100 students from 7 different school districts. This type of teaching has taught me to be extremely flexible in my teaching plans as not only do the inevitable technological hiccups occur, I also deal with simultaneous classes with two bell schedules, different snow days, field trips, and all the other minor scheduling issues that suddenly become a problem when involving multiple schools. While it poses its challenges, I do find this type of teaching to be rewarding and fun.
My topic is target language instruction in the foreign language classroom. The purpose of this course is to give language educators the tools needed to have engaging language classes conducted in the target language.
1. The benefits of high target language usage
2. Strategies for staying in the target language
3. Student Corrections in the target language (when and how much)
Participants will be able to:
1. Identify strategies for target language use in the classroom
2. Use comprehensible input to give explanations
3. Design a short lesson conducted in the target language
The American Council on the Teaching of Foreign Languages (ACTFL) has recommended that teachers of foreign language use the target language for at least 90% of instruction. According to research (LeLoup, J. W., Ponterio, R., & Warford, M. K., 2013) however many educators struggle to reach this level of target language use in the classroom. There are a myriad of reasons for the gap in expectations and reality. Most teachers are aware of ACTFL’s recommendations and the research that points to the use of target language being important, but they are hindered by misconceptions and lack of specific training in the topic.
Analysis of the Learner and Context