Elementary School Foreign Language Teacher Observation Guide
1. The teacher uses target language for all classroom purposes.
uses natural speed and intonation
uses gestures, facial expressions and body language
uses concrete referents such as props, realia, manipulatives and visuals.
2. The teacher uses linguistic modifications when necessary to make the target language more comprehensible for students.
uses controlled, standardized vocabulary
uses controlled sentence length and complexity
uses restatements, expansions, and repetitions
3. The teacher keeps use of the native language clearly separated from the use of the target language.
4. The teacher provides students with opportunities for extended listening.
5. The teacher uses authentic communication to motivate all language use.
6. The teacher maintains a pace with momentum and a sense of direction.
7. The teacher changes activities frequently and logically.
8. Students are active throughout the class period.
individually.
as part of groups.
9. The teacher introduces and test structures and vocabulary in meaningful contexts.
10. The teacher uses visuals and realia effectively (as do the students).
11. There is evidence of detailed planning.
12. Discipline is positive, prompt, and nondisruptive.
13. Environment is attractive and reflects the target culture.
14. The teacher includes cultural content in activities.
stereotypes are not reinforced.
global and multicultural awareness is encouraged.
15. Classroom routines provide students with clear clues to meaning.
16. Lessons contain elements of subject-content instruction.
17. The teacher practices sensitive error correction with primary focus on errors of meaning rather than on errors of form.
18. The teacher provides hands-on experiences for students, accompanied by oral and written language use.
19. The teacher accelerates student communication by teaching functional chunks of language.
20. The teacher constantly monitors student comprehension through interactive means such as
comprehension checks
clarification requests personalization
using a variety of questioning types
21. There are varied groups of students and varied interaction patterns.
teacher/student
student/teacher
student/student
22. There is careful introduction to second language literacy.
23. Reading is based on student-centred, previously mastered oral language.
24. The teacher shows patience with student attempts to communicate.
25. The teacher plans activities that provide students with successful learning experiences.
26. The teacher is enthusiastic and motivated.
27. Questions and activities provide for a real exchange of information and opinions.
28. The teacher incorporates activities from a variety of cognitive levels.
29. Students ask as well as answer questions.
30. The teacher uses a variety of classroom techniques.
31. Lessons incorporate both new and familiar material.
32. The teacher includes several skills in each lesson.
33. The teacher gives clear directions and examples.
34. The teacher uses varied and appropriate rewards.
35. The teacher allows ample wait-time after asking questions.
Source: Curtain, H.H. & Pesola, C.A. (1988). Language and Children- Making the
Match. Reading, MA: Addison-Wesley as cited in J.L. Shrum & E.W. Glisan (1994)
Teacher's handbook: Contextualized Language Instruction. Boston, MA: Heinle &
Heinle.