One of the many challenges for MFL teachers is in managing the different stages of the lesson using the target language whilst linking activities which help achieve this to the MFL Framework of objectives. Some possible pitfalls are listed below together with some suggested solution strategies.
Select the pitfalls and solutions below in turn and consider the issues to do with use of target language.
2a. Inconsistency of usage
Maximising the use of the target language is not always sustained and usage varies quite widely, sometimes within the same department.
Example
- In one department, a teacher uses the target language on average for 75% of each lesson, providing a model of good practice.
- Another teacher in the same department uses target language for explanations, instructions and praise, and English to share objectives and conduct plenaries.
- Another teacher is anxious about behaviour management; she/he prefers to use English most of the time to avoid disruption.
In the example above, learners in the first teacher's lessons gain a huge advantage in terms of opportunities to listen at sentence level to the target language. Evidence suggests that this will significantly boost progress.
