Classroom Language Flashcards

Since the beginning of the semester, it has been one of my main teaching goals to get my students to speak only L2 in class. I have already shared some strategies I have tested, and today I brought something different.

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A very valuable thing I have learned from other teachers was to teach students Classroom Language in the very first day of class, especially for beginner students. There is a lot of material available online, but I have never found something that was truly useful for my context. I needed just a few phrases students can use for asking for the page, going to the restroom, etc. Having a little drawing ability – just enough to doodle things students can understand what they are – I have come up with eight drawings to represent:

  • Ms Duda (teacher, whatever you’re called), come here, please?
  • I’m sorry, I’m late! May I come in?
  • What’s the page, please?
  • May I have a pencil, please?
  • May I go to the restroom?
  • I don’t understand. Can you repeat, please?
  • How do you say ‘casa’ in English?
  • May I say something? / May I go next?

You can download the flashcards by clicking here 🙂

Of course, the language can vary, depending on how formal your school is, or what you want to teach them. The drawings are in black and white so that young learners can colour them. Here’s an example of how I use them in my classroom:

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Tried to use more L2 in class

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Excellent English strategy

In a monolingual context, it is often a challenge to get students to use L2 in class, especially if they are beginners. After almost eight years of teaching, I have tried many techniques with different groups in order to get them to speak English. Some of them worked for some groups, some didn’t work at all, but I can say that it is the students who will inform your decision of choosing a certain strategy. Here are a few:

  • L1 Pass – a friend’s idea that consists of giving students one or two “passes” (cards, coins…) every class so that they can use their first language when they need to. The teacher may take a pass from them if they use L1 inappropriately. This works well in quieter groups and with students that will follow rules.
  • Points on the board – write all students names on the board when the class begins and whenever one uses L1, draw a line next  to his name. The teacher can choose whatever punishment according to the groups and the school’s policy (removing points from the final grade is particularly threatening for teenagers). This strategy goes in the opposite direction of Behaviorist’s positive reinforcement concept.
  • L2 “thermometer” – during the lesson, students move up and down an L2 thermometer. If they are using L2, they go on to the positive end, if they are using L1, they go down. This requires a lot of work on the teacher’s part, and may cause stress between the students if they thing your judgement is unfair. However, it works well with a highly motivated group.
  • Excellent English – the one I am currently using with my students. By the end of the lesson, students line up and evaluate their L2 use during the activities, they move their tag up or down accordingly. During the class, my job is to call their attention and remind them of the routine whenever they start overusing L1. It works well with small groups and with highly motivated students. It helps create a sense of responsibility, because they will be responsible for their own growth in the usage of the new language. I would not use it with teenagers, though.

What do you do with your students to get them to speak English in class? 🙂

The poster image and balloons are from Twinkl.