Balancing Target-Language Use

Of course, we want learners to be exposed to the language they are learning. However, we do not want them to be overwhelmed by it in their early stages of language learning to the point that it could demotivate them. The use of the target language by the teacher should not hinder pupils from being able to develop an understanding of the structure of the language. At the same time, using the target language is an essential part of practice and reinforcement, including building familiarity with rhythms, sounds and intonation. But this all needs to be carefully planned and systematic. A balance needs to be achieved.

Teachers’ use of the target language should be carefully planned within the scheme of work. It should support and complement the scheme of work and build systematically on learners’ prior knowledge, reinforced by English when needed. Activities that are led in the target language, if appropriately planned, are likely to help embed knowledge in the long-term memory, support practice and recall, and help pupils to respond to language in meaningful ways.

As learners progress from novice to more proficient in the language, teachers can alter their use of the target language accordingly. That is to say, the earlier learners are in language learning, the greater the care teachers need to take to ensure that learners are not confused or overwhelmed by teachers’ use of overly complex language. A concrete example is the planned use of target language for classroom routines that are clearly understood by learners, as opposed to an attempt to describe more complex grammatical concepts to learners using the target language.