Vol. VII No. 1
September 1994



Editorial

Teachers Ask

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Teachers Ask

How do I start off the school year right with respect to speaking French when in French class?

Clarence LeBlanc a teacher from Tantramar High School in Sackville, NB addresses this question in an article entitled "The Language Management System."

One of the most common resolutions made by French second language teachers each September is to "speak only French in class this year." Assuming reasonable teacher fluency, why do so many teachers fail to maintain their resolve? Why do teachers use and tolerate so much English in their classrooms by the end of September, even while using "communicative" or integrated methods? And why do students resist, complain, and panic when the teacher communicates in French even though most of them would like to learn to speak French?

If we analyze the verbal interaction in the classroom, or anywhere else for that matter, we find that when a second language is spoken, one of a definite series of mental situations is created in the listener. These are analyzed in the following table under situations. It becomes obvious that if the student had the verbal tools to respond to the exact situation in French, the French atmosphere would be maintained and the next step would be up to the teacher. These verbal tools are in the table under "phrases de communication." (Please note the gradation from full understanding to none at all. One might reverse the order with exactly the same results.)

Situation Phrases de Communication
1. Understands question, knows answer. Gives answer, teacher beams.
2. Understands but needs one French word to answer. Comment dit-on __________ en français?
3. Understands but doesn't know the answer. Je ne sais pas.
4. Understands but forgot the answer. J'ai oublié.
5. Understands but forgot the answer. Qu'est-ce que vous voulez dire?
6. Understands, knows answer, but feels that the question is indiscreet. Je regrette, cela me regarde.
7. Understands but lacks the vocabulary and structures to answer. Je ne sais pas dire cela en français.
8. Did no hear the question because teacher spoke too softly. Parlez plus fort s'il vous plaît.
9. Did not hear, wasn't listening. Pardon, je n'écoutais pas.
10. Feels he/she would understand if the teacher spoke more slowly. Parlez plus lentement s.v.p.
11. Would like you too repeat. Répétez s.v.p.
12. Understands all except one word. Que veut dire le mot ______________?
13. Does not understand, says so. Je ne comprends pas.
14. Does not understand but says "je ne sais pas." Must be detected and taught to give the exact "Phrase de communication" which conveys the degree of understanding or lack thereof.

Systematic Use of "Phrases de Communication"
(the following is a summarized version of the 11 steps
printed in the original version)
  1. On the first day of classes explain to the students that the purpose of the class is to learn to communicate in French and that in order to do that they must speak French. Give analogies that require a similar method of learning (e.g., to learn to play hockey, one must get on the ice).

  2. Tell them that you will make it easy to speak French by giving them some "magic" sentences.

  3. Convince students that these "phrases" are part of real communication and dare them to find a circumstance where they would not work.

  4. Enforce the use of French and the use of the "phrases".

  5. Give them the "phrases" in handout form and tell them to keep them close by at all times.

  6. Demonstrate the use and misuse of the various "phrases" and give examples of both. Show that the "phrases" have specific purposes.

  7. Because students will have difficulties remembering the "phrases" at first, make (or have students make) posters or mobiles (depending on the age level of students) and display them in the classroom.

  8. To emphasize the teacher's determination to communicate in class, class business should be done in French also. You will need to add more "phrases" as the need arises (e.g., "Est-ce que je peux avoir un livre?; Venez ici s.v.p.,"). These become "les phrases de la classe."

  9. After a reasonable period, the "phrases" should be tested orally.

  10. An "English break" may be necessary for two minutes at the end of class or the teacher may permit "Est-ce que je peux parler anglais pour une minute" in certain circumstances where students are lacking much of the necessary vocabulary.

  11. Limitations of novice language students (defective grammar and odd circumlocutions) should be expected. As the students become more comfortable using French they will be more eager to correct their mistakes.

Bonne Chance