Vol. VII No. 1
September 1994
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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)
- 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).
- Tell them that you will make it easy to speak French by giving them
some "magic" sentences.
- Convince students that these "phrases" are part of real communication
and dare them to find a circumstance where they would not work.
- Enforce the use of French and the use of the "phrases".
- Give them the "phrases" in handout form and tell them to keep them
close by at all times.
- Demonstrate the use and misuse of the various "phrases" and give
examples of both. Show that the "phrases" have specific purposes.
- 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.
- 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."
- After a reasonable period, the "phrases" should be tested orally.
- 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.
- 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
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