But, here’s what I mean by “alright.” Proficiency grows when students produce language. While comprehensible input is important (you talking to the students, scaffolding, etc.), it won’t grow students’ speaking and writing skills. Making sure your lessons require students to talk and write 80% of the time during an instructional block is the goal.
If this feels overwhelming, start small.
When you review and plan lessons, add “turn and talk” each time you pose a whole class question before calling on individuals to answer. For example, if you plan to pose five comprehension questions during an instructional read aloud, add a “turn and talk” after asking each one. Allow students 20-30 seconds to discuss possible answers. Then call on individuals to share out to the class.
By adding “turn and talks” after posing questions, you increase student talk time. In the read aloud lesson alone the “turn and talks” might add an additional two-three minutes.
I know that doesn’t sound like much, but if it adds up when done consistently across a day of instruction. And trust me. EVERY second matters, especially during partner language instructional time.
Remember:
The more my students talk and write, the more I know they’ll be alright.
Model exactly how you want students to engage in the turn and talk before using this strategy regularly (partner language only, quiet voices, complete sentences, taking turns and respectfully listening, etc). Demonstrate what these behaviors look like in action. Then demonstrate the opposite (shouting, not listening, grunts and one word answers, reverting to English, etc.). Practice the strategy with two pairs of students and a fun question. Tell one group to demonstrate how to engage correctly and the other to demonstrate how to engage incorrectly. Then, pose a fun question, like,
“What do you think is the funniest movie of all time and why?”
Always hold students accountable to positive turn and talk behaviors. It might sound crazy, but here’s a great way to do it.
If a student disengages, acts disrespectfully, reverts to English, etc. Stop the turn and talk, demonstrate the positive behaviors, repose the question, and try again. Do this as many times as required until all students are engaging correctly . . .even if it takes 20 attempts! Once you set an expectation, make sure you are willing to do what it takes to make sure your students meet it.
As you reflect this summer and begin thinking about the year ahead, start small. Add one more opportunity for students to talk. Then another. Over time, those seconds become minutes, and those minutes become meaningful opportunities to boost bilingualism and biliteracy for students.
Stacey Washburn (Vanden Bosch) is passionate about raising the status of languages other than English in schools.
Stacey and her team design systems and resources teachers can use to prioritize partner language development in their classrooms.
