CHAPTER | HLTP #1: Facilitating Target Language Comprehensibility Learning how to engage learners in comprehensible talk-in-interaction is fundamental to all language instruction and at all levels, esearch and theory indicate that effective language instruction must provide significant amounts of comprehensible, meaningful, and interesting talk and text can in the ane language for learners to develop language and cultural proficiency. uurther, according to brain-based investigations, learners constantly ask themselves two cuss in the face of new ideas or information: “Does this make sense?” and “Does this we meaning?” (Sousa, 2011, p. 52). Learning experiences that are comprehensible (i.e., make sense to learners) lead to improved retention (Maquire, Frith, 8& Morris, 1999). In this regard, meaning is an essential criterion for bringing about understanding and learning (Sousa, 2011). Therefore, it should come as no surprise that one high-leverage teaching practice that is essential for all foreign language teachers is the use of the target language during instruction in ways that make meaning clear and do not frustrate or de-motivate learners. This chapter will focus on the issue of target language (TL) comprehensibility, that is, ways in which teachers can make the target language comprehensible to students, create contexts that support target language comprehensibility, and engage learners in comprehensible interactions. ACTFL/CAEP Standards addressed: #1a, 1c; #3a, 3b; #4a, 4b Research and Theory Supporting the Practice The use of quality target language in sufficient quantity can be supported from three perspectives. First, research has shown that language learning can occur when learners are exposed to language that is made comprehensible to them. The concept of providing comprehensible and meaningful language to learners to promote language learning is referred to as the Input Hypothesis (Krashen, 1981, 1982). The hypothesis claims that to acquire a new language, learners need a large quantity of comprehensible input that is interesting, a little beyond their current level of TL competence, but understandable. However, Swain (1985) challenged Krashen’s position and claimed that input is necessary but insufficient for language learning. Swain argued that using the target language, or what is referred to as comprehensible output, is equally important because it allows learners to notice where gaps exist in their language knowledge, hypothesize about different ways to express ideas, and focus on how language constructs meaning, What both input and output theories point to is the importance of teachers and learners speaking in the target language rather than just speaking about the target language, which is typical of grammar- based approaches to language teaching. For learners to progress in their proficiency, they 19 Scanned with CamScanner20 Enacing the Wor of Language Instruction: High ion: High-Leve need to experience the targe i meanings. Whats more ts vee oh never be equated to fillin-the-blanke is based on sociocultural the cory (Vj : ional tool for language leaning. A ees ae use of the target language fori tage for instru development and not usta way to prov ‘The way we speak to and i least one other language. Use of the target la foreign language study that in 2010 the Am Languages (ACTEL) released a special in Figure 1.1, ACTEL “recommends that language educators and their learners use che target language as exclusively as possible 90% plus) at all levels of instruction ding instructional time and, when feasible, beyond the classroom.” as become so central to our profesional vision regarding Council on the Teaching of Foreign mn statement that addresses it. AS shown a (Curren I: HLTP 1: Facilitating Target Language Compre target-language interac for Foreign Language Learning in the 21* ‘Century. ACTFL therefore recommends that language educators and theit learners use the target language as exclusively as possible (90% or more ofthe time) at all evels of instruction during instructional time and, when feasible, beyond the classroom. In classrooms that feature maximum tarpe-language use, instructors use a variery of strategies to facilitate comprehension ‘and support meaning making, For example, they: ‘provide comprehensible input that is directed toward communicative goals; ‘make meaning clear through body language, gestures, and visual support; ‘conduct comprehension checks to ensure understanding; negotiate meaning with learners and encourage negotiation among learners; lice alk that increases in lueney, accuracy, and complexity overtime; ‘encourage self-expression and spontaneous use of language: ‘teach learners strategies for requesting clarification and assistance when faced swith comprehension difcultis; and 8. offer feedback to asistand improve learners ability to interact orally in the target language. Communion fracas language few an empha onealig abil nd for American Sign Language (ASL) ro signed communicative abi. Figure 1.1. ACTEL Position Statement on Use ofthe Target ‘Language in the Classroom Source: American Council on the gn Languages (2010). Reed fom hepa crglnewsl poson-satemenc se the tage anguageshe-asioom ‘making in int are subrle and dific to increase comprehensibility, and how ta promote target language us. Although the theories an dnd the teachers comprehensible use of the target Scanned with CamScannerS_[—_-"—O a meting the Work of Langage lnssucion: High-Leverage Teaching Praca, = ‘considerable practice and the ability to dam ce euetion. In classrooms that er of the earget language, earners will not m: ‘or voice frustrations when classes are conducted 2 esoom discourse community in which using target language than the exception. 23 chensibilty Cuaron i: HTP 1: Faciatng Tage Language COMP sng the TL to te maximum ext (5) Whar do Ido if res complain about my wing te Tre Sod se of the TL. ‘lan? Learners need incentives t0 engage age use, others maY iment or the earning of ing a need external aaa a the TL during im mt Considerations about Using the Target Language Duting Instruction Eestoom discourse commun 1 ned provide m0 a aaa ‘Chapter 2). Teachers ma Sev important coniderons ned to be understood about gt lngage ag ee a ea oredl Simply te trea ofa bad grade Sere ips fa dicate what rs need clear goals that in What ae learners supposed to comprehend Learners need cleat BOO et mean, (1) What do tal about? The argc language must always oocurin meaningfl cn Ocal tndestand (Crouse, 2014), Using th aa se every idea that i Effective TL is shea used within the context of an overarching communica that learners are required to underand ¢ cre need to understand every word, target gal and purposeful activity. For example, an overarching goal and puma expend, If the tithe peng more than repetitions of slared words and phrass communications to engage lererin comparing and conuastinga paren en vneawe modifying one’s language and perspective after hearing or reading about certain cultural practices and pane fe amit Ciawnerey da : Learners can learn to provide autobiographical information in the comtexeof ee emeracrriaeh Aye for a job or a study abroad program. To increase comprche PPlying ‘What is comprehensi Tees cantly adjusting how instruction means to be connected to learners’ background knowled; i at relation to what learn 's know, are able to do, and are in the process sacral and meaning-making interact eae psn wha over form. the TL when complet of learning qualifies asthe type of language that is use! learners who are willing to take rsks to exp RO oc te Pracice : cred in Fi n as away to understand how the TL (2) Canis 1 just manslate what they dont understand? Continually translating what is sid Theol pice in 1th en dlp any dead Nh the TL into the learners first language needs to be avoided. If che teacher's TL Se oe iett of instruction, and interactions with leamers. The purpose of the tool is to utterances are always followed by a translation, earners quickly realize that they need rovide guidance for observing, monitoring, and practicing classroom TL use. Although not focus on the target language message and that, if they just wait long enough, a are tool ein the form of a cheetdise, as such, this does not imply that all boxes need to be nmin ieee checked off or that the items on the list need to be enacted in a linear fashion. ‘Checklists ix Sre used by many professionals such as pilot, doctors, and business owners, to overcome ©) Wha smo importat isthe nthe Tight Using the TL alone he abencot hus sede cote tonen by uking udvanoge of hat they know bu ies may towing how to make the target language comprehe forget. As Gawande (2009, p. 13) points out, using a checklist seems almost lous in Further, using the TL for instruction dees not : ‘i Pita a ie i comprehension exchanges, cucing learner responses, of a to demonst ‘comprehension of what they heard through gesture, dramatization, or by ma objects or images. ‘moves that enact the practice of interactive and comprehen 1 jst use pictures and gestures to make my learners understand me? Using the TL Each ofthese parts will be deconstructed below. in ways th >mprehension requires more than showing pictures of making hatis said. Relyingon these waysalone to increase comprehi 1: Creating Comprehensible Language eatin; yntexts for Comprehensic ta picureis worth a thousand words. However, language learnings sciihisiehbeuhindlie precisely about language and meaning ce on using piccures and gestures Ul: Creating Comprehensible Interactions could prevent learners fro ith the TL. Pictures and gestures by teachers, but they should sand functions language Scanned with CamScannerComprehensibility Too} jon and Target LanguaBe Pl Interaction ae. Name of teacher aaa obser : f Dao! pel you monitor she coniprebensbiliy of rin eben vt ap Tipo you observe. By completing eat cs Fogg eer Se aengh and in which improvenene et a fener wi nde 5 L Cage new words and expressions. Thecescher eee trords with examples rather than translation, Tees eng ae of pech according othe level ofthe ear Q Teese To aby and ricars ha lemer know and by . 2 them over cme. and expressions more than once or twi a Tere en es frequently in the input and pas new word and structures with tone of voice. a tee se seconneted discourse rather than presenting isolated words fog dill and repetition. Category Ik: (Creating CONTEXTS for comprehension O Theveacher wes gestures to make new language clear The teacher wes vinuals and concrete objects fo support comprehension, 1D The teacher focuses lamer attention on the topic and objective ofthe lesson in advance of presentations and discussions, O The teacher creates a lesson with a purpose relevant to learners’ lives. Category Il: Creating comprehensible INTERACTIONS with learners O The teacher interacts with learners using active comprehension checking stegies e8, signling). The teacher interacts with students and checks how well they are following whats said by cuing for recurrent words and phrases in the discourse. The teacher uses question sequences that begin with yes/no questions, move to forced-choice questions, and end with Serie WH-questions. O The teacher provides useful expressions and phrases to help learners negotiate ‘meaning, such as asking for repetition, asking for clarification (Can you s1y ‘more?), checking their comprehension (Do you mean...2), and confirming their understanding (I think you are saying... Am I right). LS innies ink yo at re Figure 1.2. Interaction and Target Language Comprehensibility Tool ‘Source: Donato, original material, 2011, modified 2016 (Cuarren 1; HLTP 1: Falitaing Target Language Comprchensibilry 25 Creating Comprehensible Language Comprehensbilty is a relative concept based on what learnets know, where they are in tage developmen they are with the topic. What ths fact means they are speaking to learners to ensure that n¢ not challenging enough to maincain St wi fo make language comprehensible, teachers need to understand and practice the following discourse features. () Rataphrase-new words and expresions to ensure that learners focus on them and an rand d rs might recognize. The following considered new vocabulary papular fod in the United States. Many Amis like 10 at pa isa very popular meal. Where else inthe world do you think pizza is popular? & Lady Gaga is a famous sin i ower he ld Flr songs a very femousin many countries. Who are some famous singers whom you listen to? @) Defining new words and expressions by example is a way co increase the comprehensibility of classroom talk and a way to maintain learner engagement with the imple, if the word ransportation causes dificult, ic ean easly be ing examples of different types of transportation, such se definitions can be easily inserted into discussions and pre reak up the discourse by translating key vocabulary and expressions topic of discussion. Defining by example also provides learners with 9 what they may do when they wish co express an idea in which a particular word pet language may not be known to them. of what is said occurs in much the same way ve speaker would the speed of talk when the non-native speaker shows a lack of understand there are two important caveats to keep in mind. Fist, slowing dow 5 used only when there is a need to help k If the teacher speaks slowly and in an uni ' have serious diffculry processing language that is spoken at a more na the teacher should monitor the rae of spech that he of she uses across language lvls o Scanned with CamScannerrestand more than they can say eh fra high density of new vocabulary ee cultural references. Teachers are og, points during ni fe roducing then, oe, Fave leaned is one important way chat lea i dens with a large quantity of new langue ey Tl rasate them and create clas conf, gradually to what learners already ln a Ney and that enh, Fen und ‘conta new WO! ice and te, Te is commonplace for beginning cc" comprehending new elemese" _ is achieved by giving | : (9 Sedge acd arson of focuses xn wht isbing id and supports a . besignlel by ating arto («pausing before the word, In the course of schooling, learners become interpreting how teachers alk to them and what the teacher's tone of ome to real by tne of voice alone what pleases or displeases the t ‘%° conect or inconect, or when the teacher expects them to say ay not have been or comprehensible (You are 3 years o how challenging everyday lives to process information and pay attention to a in a monotone voice. Tone of voice is a powerful tol for establishing and ng atention when using the target language in the classroom. (7 Using connected discourse makes language casirso understand rather than presenting isolated words for drill and rey in one of her classroom-based studies, using language in unn ‘ways in the classroom creates communicative incompetence rather than communicatively competent users ofthe language. To create comprehensible language means using language at appropr 1 discourse context in which the teacher becomes a conversational partner ‘mechanical provider of isolated vocabulary words. For example, in presen ‘of a house to a class of young learners, the teacher situates new language elements in a well-developed discourse chat directs learners to complete a drawing tsk in which he or she can visually monitor learners’ levels of comp ‘Compare Presentation A with Presentation B and decide in which context it would be easier for learners to grasp the meaning of new vocabulary and to retain ic and why. Presentation A Ts Now we will draw a fous together. Watch me as I draw the house on the paper, The house has two flors. Now you draw the hous with two floors on ‘your papet. The house also has a door. Draw the door on your hous. Ia big door ora small door. There are windows too. The house has two wi the firs lor and two windows on the second flor. Lam drawing two You draw windows now on your house. Everyone, show me yous hs Now point to the windows, pl r ‘comprehension). Thank you. wings look beautiful! tree next to our (teacher pauses, points to house, and learners Sst Howse. Presentation B Ts House (shows a colorful laminated picture of house from a children’s book) Repeat house. Ss: House Tr Very good. (Points to door on picture) Door. Repeat door Ss: Door Scanned with CamScanneree Tae TE Again, repeat door. “ ‘Ss: Door Very good. (Points to window) Window, repeat afer Ss: Window Te Very good. What is this (points to house)? ‘Ss: (no answer; learner forgets the word) Ti House, repeat house ‘Ss: House As the two presentations ill te, i because ofthe natal way the new tule = vocab lary is entered and re-entered ( in Presentation A the teacher uses the word howe 10 timesin tenga Ft MD, vg ig activity, word howe times ‘Me, window, appropriate context for young learner, compared to the wee of ussion on housing from the perspective of the global arena. Note how the TL is introduced within «natural dcudon ha fecs the type of exchange that is heard in an academic subject area class, eg. socal studies or world cultures. ur peers who live in X country what a typical geographical area. Later on we'll look at ir country and make some comparisons (Teacher projects house visual onto looks like this house has 3 flaors including a basement, The basement is on the lower level, or under the frst floor ofthe house. Can you tell how many rooms are on each floor’ Is this typical of ‘most houses around here? Slt There are 3 rooms on the first floor and 4 rooms on the second flor 29 (Goren i: HLTP 1: Fala Target Language Comprhensbiliy house i is is the 1 ‘This house looks big, doesn it? Soler’ look at the frst flor. This soon soe the Emily prepares meals and most ofthe time cats there ‘so, This btchen has an islond with chairs, but not every kitchen has an liland. Does yout family spend a lor of time in the hitchen? kitchen every day and tlk while we cook. $2: Yes, weeat in ‘Some houses in the US have big kitchens and some Ts Same for 4 s pauses have small bitches Inthe kitchen, there are appliances, Can ou ues which is the refgerao? Stove? Microwave? Dishwasher Which some languages such as Spanish ‘students will recognize them Note thar the focus in this ion is to engage learners from the beginning of the lesson to talk about the house in the TL through a focus on meaning and within an interesting context. Instead of being asked to repeat new vocabulary in a rote fashion, leamers experience natural repetition as they hear the teacher's input, look ar the ‘accompanying visual, and relate what is being said to their own worlds. Creating Contexts for Comprehension ‘Casting the target language in an interesting, meanin ‘way to support comprehension in the classroom. AS i dificult to understand and can be exsly misinterp What e said was taken entirely out of con for social and cultural discourse practices, are the participants of an activity ot and familiar context isa powerful information out of context is ‘That not what he meant. the conerete circumstances r example, context requites knowing who hhow they are described, what actions they take, where and how they act, what they are trying t0 achieve, and how these actions are appraised and evaluated, When what is sud is framed in a familiar and interesting context, the language and its functions are made understandable and memorable. In foreign language classes, i contexts for instr relationships, holidays and seasoi create comprehensible contexts for using the target lang adlass conducted the majority ofthe time in the target language. In this sector ‘contexts for comprehension is deconstructed into four techniques that support, focus ofa lesson. (1) Using gestures to make new language clear, eg. outlining a cis ‘an object with that shape or using mime to act out the meaning of moves that are associated with certain sports that learners play 0 is that gestures and mime contribute to building only channel through which learners understand wl {goal of increasing comprehension through gesture and mime is for learn ‘hat they hear (forms) to meanings and to be able to use these forms ro express the during the course ofthe lesson. (2) Using vis i ion. Photos, drawings, videos, and various concrete objects may help learners creat visual images ofthe language rather than associate it with an English translation. Additionally, images and objects should Scanned with CamScannerF i oa and ill support teaching language ; ane visuals and objects docs noe huhu rate the meaning of what is said, CO be a, my if sfocus ofa discussion about ae Se aN a sin Foreign Language Ej me can od in an advanced esl mT son es of breakfast in a target lan mate asin certain ates ofthe yong ences in these mealtime cating h; , o 2 icant facia Iearers with comprehending and using the target language inthe clas, Thee ¢ purpose and its relationship to the learners interests, the more learnen wl to accep target language use fr instruction, In the same way that the ajc ie ofthe lesson need to be made ex epic objective, and purpoe are three vial meaning of the target langua learner comprehe CCuarren 1: HLTP 1: Facilitating Target Language Comprehensibilty 31 ert professional judgment and decide if che purpose the lives of learners and to the experiences that they Jc lesson falls shore in this regard, the teacher must sreate a new lesson that is relevant to learners. classroom, Here the teacher mi of the textbook lesson i bring to the classroom. make the necessary ada what may be incomprehens ‘With beginners, interaction can be created comprehension checking, moving gradually to mo sway, teachers monitor the comprehensibilty of what they say as they say gr the end of a long segment of teacher talk, when it may be too late to repair discourse missteps and refocus the attention of learners. In this section, creating comprehensible interactions is deconstructed into four steps. () Signaling is i is Signaling involves the use of non-verbal actions that indicate comprehension of the ongoing discourse. There are many non-verbal and creative ways for learners to signal their understanding and to keep them ‘connected to what is being said and the topic ofthe lesson. Learners may agree or disagree swith thumbs-up or thumbs-down; point, couch, or move objects as the objects are being talked about; draw picnures of what if parts ofa sto (2) Cucing a learner fora vethal response is suage Use, As learners demonstrate compreher the discourse can be used to invite learner p: construct meaning. leamers connected to the they indeed can follow, understand, and remember key points in what about. Finaly, a teacher should never try to use cucing before learners have ‘amount of exposure t0 the expected response. Premature cueing can § frustration, and confusion. (2) Using question sequences is a useful straregy for engaging *ract the classroom. Learners are ¢ used to answeri ms to creat i language and to mai target language use needs to be go beyond simply assessing wha learne to discovering and assessing what they know to help them build on Scanned with CamScannerruc: High- Leverage Texching Prac, and instruction go hand in hang questioning to te what; Boo g that move from less deman, earneg *y Ts moves from (a) yex-nar A to peal ange my the question is one of the gy ME tg pesrng fenesTTT IN city? Goede aing eT in another country? sexing ofthe SOY in acity or in the couneyp 1g of the story in the Unites Sing ty the setting of the ‘story? 4 Where 25 open-end inva way did he setting of the story affect how tothe actions of the main character? YOU reac , ames and wopcs and respond t0 OPE feces cn ute eve J iL sic n-ended questions. questioning to the at to help learners negotiate meaning ini tes interaction and prevents the teacher from the ways to manage conversations for clatfication, check the co language pro! interaction can be tay Gould you tell me more). ase le, learners could analysebor lack of it, re Teaching are _pproprate videos of tg language interactions are avail sora kl sod hw pats inal che ‘comprehension oF lio and caf cha they have understood intended mew 7 Sy arcades bees ll parpens {et alr nguage dass or in commercially prepared materi of lnguage chat fuels conversation, conpedersion and meaning’ =“™™__~_——s——sssSs«sKEsEsese— canrre 1: HLTP 1: Facing Target Language Comprhsnsbiley 33 Rehearsing the Practice and rehearse ways to use the target language sks and ind interaction. Complete th your peers. You may ind ic helpfl co this chapter's Appendix A as you engage in this rehearsal. (1) Select three words from a textbook that you anticipate will be difficult for learners t0 Set et Ponda visual or several visuals fr these words and describe the word using. { paraphrase following the model described inthis chapter book) chat a student would learn (2) Think ofa vocabulary item (or select one from a rex aan error Sn emexer language ounce In round eobin Bion, sy the word io a yet ak cassmares for suggestions on how to define the vocabulary word using target language examples to mal icaning clear. (3) Alone or wor vith a classmat you make instructional decisio ures ofthe checklist (a-g below and in nop 2). Specific steps for: he micro-lesson are provided after the ‘classmates ot friends outside of features. Aer scripting your lesson, rehearse class After rehearsal, come prepared to present the micro-lesson to the class Discourse Features proper sequence restions in a sequence from simple to complex to support language a meaningful and interesting context that i relevant to learners and re-entering the new words in a natural and purposeful way (©) Cucing responses (f) Providing the topic, (© Using of objects, visuals, and/or gestures Steps to Follow When Scripting and purpose of the lesson micro-lesson. (2) Identify the context for presenting these words, Ask yout in the context. leaner should say and do, reali that you cannot tally predict what will say. New words need to be used in sufficient quantity so that learners can Sitablish meaning and to facilitate memory. Underline target vocabulary and Scanned with CamScannerruc: HighLerenee Teching Paco, vocabulary word is used. Provide ae fers (show ha a ret column oF margin large e Fission ion, active comprehension check ‘Kumets should move from compa questions. ™preheniond vpopeat afer me” Create a Ineracton in wh, i ee red occvesocd to-speaks. Pe En ot dix B to assess classmates’ pr wots fpersencaion, dics the rang in ens 3). Aft Pfpund among observers, Obsenen a nes per esc um te miwieson jusify and explain exon Spee igs ay rechng na echol ak your cooperating teacher oral ya ca sv goa cee comprckesible langoge, lege sos te i th caus ofthe rubric the person observing you inet Pr ef wha each category means and describe what each xy may look like in practice. Give specific examples. After the class, discuss the rains archer aeand the resons why. Bean active listener rather than eyiag ‘led your pedapogi actions. ‘er cls you have aught x that ned to be modified. Paring the Practice into a Larger Context: Instructional Goals and Challeng ‘Bi cope ban ilustrated that interactive and comprehensil e a classroom to build discourse communities anc 2 comple undertaking that requites levels, whole classes, and (an predict and plan tivated in the classroom. otis daa wea fang to use with hee ‘ite a aes the types of language modifications they n=*2 35 inavng Target Language Comprcheasiblty Beginning teachers often need oes the wate tose ifthey provide enough support for comprehension or ifthe complexity of thelr carge language n to learners comprehension is a source of learne resis “The discourse features, contextual elements involve the class work together to shape a commu ‘of the foreign language class and simt of sufficient yn and frustrat ich target language use is a tultancously the vehicle and content of Jear and focusing attention on Providing & context for instruction, and creating interactions with lees ar do en F any lesson and flexible tools to be used with allearmers at alllevels of instruction. Hence, creating a classroom ity in which learners experience target language ase in vatous moves of communication and at appropriate levels of chiens ie eaien HTP Significant learning outcomes can only occu if eachers are willing +9 Fiver the time to analyze, plan, and reflect on the various ways that classroom discourse is sade accesible and comprehensible to learners they teach is helping learners get beyor clasroom target language use. Worse yet, incapable of understanding and parti through the ways that language a ae following the thread of discourse, class is key to discovering how learners are making sense of exposed and, given the right kind of support and mediation, as capable language learners. ‘A related challenge that this HLTP addresses is dhsoom.Awel-dsigned cls dha adie earners in in the lesson is aso a well-managed class. Being in an environment in which language is spoken too quickly to be understood, contains too many unknown language clement of ‘or uses cultural references unknown that make every teacher unique. For Farther Reading Ameen Coun on the Teaching of Foreign Languages (ACTED). (2010), ACTEL Peskion Satrmenton Use of che Tang Language inthe Clstoor,Adlgron, 3r. Retrieved from hitp://wonw.actlorg/news/position-statements/use-the- target language-the-classroom es — Scanned with CamScanner