Las Estrategias De Enseñae

1. What does it mean to teach for proficiency? How do you teach for proficiency?

Teaching proficiency means that the classroom instruction is student-centered and builds upon what students need, already know, and can do, and it respects diverse learning styles, while encouraging the development of a wide range of skills and learning strategies. Therefore, language learners should practice the four components of language learning (listening, speaking, reading, and writing) in order to communicate meaningfully, effectively, and creatively in the target language for real-life purposes.

I teach proficiency by placing first by being aware of and respecting their individual learning styles and being patient with them as they progress through the process of second language acquisition. I take into consideration that each student in unique and each one shows proficiency at different levels in different components at any given time during the learning process. When I create/select activities for my class lessons, I try to balance the three components of proficiency (Chapter 1 of Communicative Language Teaching in Action): content (the topics of communication), function (a task; the purpose of a spoken or written communication), and accuracy (correctness or appropriateness in pronunciation, writing, grammar, and vocabulary choice). These activities will opportunities to practice speaking and writing in meaningful contexts. Also, I like to try to find a balance in form and meaning within the content of the activities since the exams will test meaning and form

2. What is the role of the target language in the classroom? How much use of TL and English do you think you have in your own classrooms?

Research shows that effective language instruction must provide significant levels of meaningful communication and interactive feedback in the target language in order for students to develop language and cultural proficiency. According to ACTFL, language educators and their students should use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom. I try to follow these guidelines set by ACTFL by instructing between 80% and 90% of the class period in the target language. Whenever I use English it to explain complicated grammar content or to manage time after several failed attempts to express the meaning of a word or phrase without direct interpreting. I try to create a classroom environment that reinforces expectations of target language use by encouraging participation.

Also, I’ve been using more information-gap activities where they have to move around the classroom to communicate with other students and I have shorten the speaking activities to reduce idle time that leads students to talk in English.

3. Reflect on your classroom management techniques and challenges.

My first goal in the classroom is to establish a caring environment where students will feel comfortable using the language at whatever level they are at. The way I accomplish this is by showing personal interest in every student, greeting them in the target as they enter the classroom and creating a short conversation with them about their weekend or how they are doing in other classes. It is important to me to get to know my students well in order to keep the content of the activities and follow-up questions personally relevant as my students are more motivated to engage in conversation and to test what they have hypothesized about the material. However, one of the areas that has been a challenge, and still remains so, is the apathy the some of my students have concerning learning the language. Their lack of concern for the class is displayed in the number of student that are out on Mondays and Fridays. I have 23 students and only one third

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