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Speech Output Example
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17 thoughts on “Speech Output Example”
Bang on. I’ve found that speaking practice is basically useless (outside of acting in stories). I don’t ask for any output till level 2 and I’m always surprised how good they are despite hwo little they “have to” talk.
If all language teachers were to remove most testing and forced speech and writing practice from their classes, and use that time for auditory and reading input, the kids would learn more. They would get closer to fluency faster.
Hear Hear to what Ben said.
And… we should certainly advocate for more self-selected free reading time in our schools (outside of our classes) if we want our kids to be good readers/writers in Spanish too. I’ve noticed that the ones who are super quiet and are voracious readers can jot down some pretty amazing language when given a pencil for the first time in our classes. And their speech output is usually pretty darn good too, because the silent periods has been nurtured in them so well. Makes me question the value of choral vocal (or mouthed) responses that I require by all in my classes… although I don’t see myself getting rid of that piece anytime soon.
…makes me question the value of choral vocal (or mouthed) responses….
I think that as long as they are one word responses it is fine but when the conscious mind gets involved in monitoring/arranging the response then that is not good.
That’s a great success with the French 1 student.
Another kind of spoken success: when a child is asked to tell me what a phrase or sentence means (in English), and they still use a Chinese word here or there. Sometimes they notice afterwards, and I usually nod and say I could tell they knew that one, too. Occasionally a child tells me that they answer other teachers in one-word Chinese (correct, no, etc.). I think it’s fun.
Well, maybe I should do away with Free Writes from now on… I’ll think about maybe reducing the amount of Free Writes for next year.
I don’t even consider the free writes as pure output. They are more like opportunities for the students to check in with the din going on in their heads, to try to pull some of it out, but it’s not forced in the sense that they are being made to say or write something, so it’s o.k. really. If your kids are tested in level one on how they write, free writes are essential, more than dictees, which carry less value although they are perfect for getting kids quiet. I just don’t have my kids write because I don’t care what they get on the district test, because in my view writing shouldn’t begin before the end of second year. But I don’t want to influence you to drop free writes, Sean. Each of us is in a different kitchen.
Why oh why then do some of us have to be stuck in states and districts that adhere to ACTFL’s 4 modes in learning and assessing in ALL levels?
Since we have a fancy new language lab (which I don’t use because I can’t think of a reason to, or rather, can’t find helpful materials to use there), our department chair wanted one of our goals this year to be oral proficiency. Complete disaster for me, and a waste of several perfectly good hours we could have spent on CI. Now we have to use the lab for our midterms and final exams. It’s killing me.
Actually, I’d really appreciate any ideas you may have. I’m afraid this is not going away.
What is his/her definition of “oral proficiency”?
My only goal, over a lifetime of teaching, was that my students could speak French. PERIOD. That could be defined as “oral proficiency”.
Is it that your students can have fun communicating in the language or that they can do some sort of formal presentation?
Here’s an idea. Since “oral proficiency” is left undefined, define it for yourself. Oral language production can be a part of either Interpersonal Communication or Presentational Communication. Test “oral proficiency” as part of general Interpersonal Communication.
Interesting you put it that way. It’s been my message for the last 4 years as I have worked with the Ohio Dept. of Ed. From their standpoint none of it is to be etched in stone, except that it must follow the Ohio standards which are proficiency based and preclude grammar/translation. Each teacher and district (who has the ultimate control in Ohio) decides what is best for their own clientele. My message to teachers is to become the experts in the room, thereby putting whatever spin on it they want.
So when I read ACTFL proficiency guidelines, or the Ohio Standards, or the Ohio Model Curriculum (a misnomer, its a body of resources not a curriculum) or the LinguaFolio Can do statements, I look at all of it from the perspective and heart of a CI teacher. I’ve learned how to spin almost all of it.
She wants us to use the lab. Classic tail wagging the dog.
I tried a “quick” speaking assessment for my 8th graders a couple weeks ago. They were supposed to draw pictures of a chapter in our novel we were reading, then use them to tell me what happened. It was the biggest waste of time I have ever had, taking two and a half class periods, and even though these kids have been taking Spanish since elementary school, the quality of many of their assessments was fairly low.
My finals for my classes this year will be about 75% listening & reading, 25% writing (for the upper levels), and ZERO percent speaking.
May I ask – what do you do for the listening assessment ?
For one part, I’m reading a longish Dictado of a story we’ve already done and the kids are answering questions in English. For another, I copied some pictures a student drew for a story and they have to match what I say to the pictures.
(Warning! This is tongue in cheek.) I once worked in the language lab in the university here in Agen. For the students it was mostly listening and taking notes on very boring taped conversations (extremely artificial and stilted) that they were then to summarize, as preparation for their final exam. One day during a free period I put on “Alice’s Restaurant” by Arlo Guthrie. And watched the kids. There were those who were laughing and those who were looking around trying to figure out why the others were laughing. And I thought, who needs a final exam? I’d give an A to everyone who laughed at the right time.