{"id":18369,"date":"2024-12-07T19:23:23","date_gmt":"2024-12-07T19:23:23","guid":{"rendered":"https:\/\/progressteaching.com\/?p=18369"},"modified":"2025-10-04T20:43:40","modified_gmt":"2025-10-04T20:43:40","slug":"the-use-of-target-language-in-mfl-lessons","status":"publish","type":"post","link":"https:\/\/progressteaching.com\/?p=18369","title":{"rendered":"The use of target language in MFL lessons"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"18369\" class=\"elementor elementor-18369\" data-elementor-post-type=\"post\">\n\t\t\t\t<div class=\"elementor-element elementor-element-628dd34 e-flex e-con-boxed e-con e-parent\" data-id=\"628dd34\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-17c77d9 elementor-author-box--layout-image-left elementor-author-box--align-left elementor-author-box--image-valign-middle elementor-widget elementor-widget-author-box\" data-id=\"17c77d9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"author-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-author-box\">\n\t\t\t\t\t\t\t<div  class=\"elementor-author-box__avatar\">\n\t\t\t\t\t<img decoding=\"async\" src=\"https:\/\/progressteaching.com\/wp-content\/uploads\/2024\/12\/Post-MFL-Tom-Cragg.jpeg\" alt=\"Picture of Tom Cragg\" loading=\"lazy\">\n\t\t\t\t<\/div>\n\t\t\t\n\t\t\t<div class=\"elementor-author-box__text\">\n\t\t\t\t\t\t\t\t\t<div >\n\t\t\t\t\t\t<h4 class=\"elementor-author-box__name\">\n\t\t\t\t\t\t\tTom Cragg\t\t\t\t\t\t<\/h4>\n\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-author-box__bio\">\n\t\t\t\t\t\t<p>Head of Client Success, MFL Consultant and Examiner, School Governor, former Head Teacher<\/p>\n\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-cff5e26 e-flex e-con-boxed e-con e-parent\" data-id=\"cff5e26\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e077181 elementor-widget elementor-widget-text-editor\" data-id=\"e077181\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember699\" class=\"ember-view reader-text-block__paragraph\"><strong>What is target language?<\/strong><\/p><p id=\"ember700\" class=\"ember-view reader-text-block__paragraph\">The use of target language refers to all that learners say, read, hear, write, and view in their language of study.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-f1ddd24 e-flex e-con-boxed e-con e-parent\" data-id=\"f1ddd24\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-b24285a elementor-widget elementor-widget-text-editor\" data-id=\"b24285a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember701\" class=\"ember-view reader-text-block__paragraph\"><strong>The aim<\/strong><\/p><p id=\"ember702\" class=\"ember-view reader-text-block__paragraph\">The reasons below outline why a good aim is for learning to take place through the target language for 80% or more of classroom time in a school\u2019s MFL lessons. The aim is to provide immersion in the target language unless there is a specific reason not to use it.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-2dc735d e-flex e-con-boxed e-con e-parent\" data-id=\"2dc735d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3b2a34e elementor-widget elementor-widget-text-editor\" data-id=\"3b2a34e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember703\" class=\"ember-view reader-text-block__paragraph\"><strong>Why use target language?<\/strong><\/p><p id=\"ember704\" class=\"ember-view reader-text-block__paragraph\">Second Language Acquisition research has shown that learners need as much exposure as possible to the target language for acquisition to occur. Learners need to be actively engaged with the target language. Just like learning to ride a bike or any other important skill, learning is best achieved by doing.\u00a0 For many learners, the precious minutes in our classrooms are the only opportunity in their day to experience the target language. If we are achieving the 80% goal, then learners will:<\/p><ul><li>acquire language as a result of hearing large quantities of input provided orally by the teacher that is interesting and a little beyond their current level of competence<\/li><li>acquire language through interactions with other pupils<\/li><li>understand and retain what they hear and use it to form their own messages<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-8690fce e-flex e-con-boxed e-con e-parent\" data-id=\"8690fce\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-9ebc1ae elementor-widget elementor-widget-text-editor\" data-id=\"9ebc1ae\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember707\" class=\"ember-view reader-text-block__paragraph\"><strong>How is target language used?<\/strong><\/p><p id=\"ember708\" class=\"ember-view reader-text-block__paragraph\">Teachers must ensure that learners are able to get the \u201cgist\u201d of what is being said, read, heard, or viewed and understand what they are supposed to be doing to participate successfully at all times, otherwise, frustration takes over.<\/p><p id=\"ember709\" class=\"ember-view reader-text-block__paragraph\">Strategies that support an immersive environment for target language usage include:<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-29537d0 e-flex e-con-boxed e-con e-parent\" data-id=\"29537d0\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ba76608 elementor-widget elementor-widget-text-editor\" data-id=\"ba76608\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember710\" class=\"ember-view reader-text-block__paragraph\"><strong>1. Providing a language-rich environment: <\/strong><\/p><p id=\"ember711\" class=\"ember-view reader-text-block__paragraph\">A language-rich environment includes everything that the learners encounter. This includes what the teacher says and uses, what is read and viewed, what learners access or produce and the display in and around the classroom.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-19a0e11 e-flex e-con-boxed e-con e-parent\" data-id=\"19a0e11\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-feb54c0 elementor-widget elementor-widget-text-editor\" data-id=\"feb54c0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember713\" class=\"ember-view reader-text-block__paragraph\"><strong>2. Supporting comprehension and production through context, gestures and visual support:<\/strong><\/p><p id=\"ember714\" class=\"ember-view reader-text-block__paragraph\">Learners\u2019 comprehension needs a beginning context, which may be provided through gestures, visuals, objects or connections with prior learning or experiences.\u00a0\u00a0 When introducing pupils to the family, for example, teachers might point to pictures of various families from the target culture and describe.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-862a8cf e-flex e-con-boxed e-con e-parent\" data-id=\"862a8cf\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-9cd535b elementor-widget elementor-widget-text-editor\" data-id=\"9cd535b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember716\" class=\"ember-view reader-text-block__paragraph\"><strong>3. Focusing on meaning before details:<\/strong><\/p><p id=\"ember717\" class=\"ember-view reader-text-block__paragraph\">Learners at beginner and intermediate levels of proficiency need support to gain a general understanding of what is heard, read, or viewed before focusing on details.\u00a0 Whether listening, reading, or viewing, learners need a strong context, may need supporting visuals, and need initial teacher input on the new information or main idea.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-2e9d33a e-flex e-con-boxed e-con e-parent\" data-id=\"2e9d33a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-735bc46 elementor-widget elementor-widget-text-editor\" data-id=\"735bc46\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember719\" class=\"ember-view reader-text-block__paragraph\"><strong>4. Conducting comprehension checks to ensure understanding:<\/strong><\/p><p id=\"ember720\" class=\"ember-view reader-text-block__paragraph\">Frequent comprehension checks not only help learners to feel that their efforts are valued and understand what they need to improve upon but also indicate to teachers if their target language usage is pitched at the right level.\u00a0 Examples of comprehension checks include writing responses on mini-whiteboards, repetition games such as \u2018beat the teacher\u2019 or thumbs up \/ thumbs down in response to questions.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-f0817ce e-flex e-con-boxed e-con e-parent\" data-id=\"f0817ce\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-658e787 elementor-widget elementor-widget-text-editor\" data-id=\"658e787\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember722\" class=\"ember-view reader-text-block__paragraph\"><strong>5. Modelling answers for pupils:<\/strong><\/p><p id=\"ember723\" class=\"ember-view reader-text-block__paragraph\">Modelling answers to questions can quickly builds pupils\u2019 confidence in target language usage. One approach is to start with a basic answer to a question, then gradually build in additional levels of complexity. For example, when asking the question \u201cWhere do you live?\u201d, the teacher could model the following answers:<\/p><ul><li>I live in Manchester<\/li><\/ul><ul><li>I live in a city called Manchester<\/li><\/ul><ul><li>I live in a city called Manchester in North-West England<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-d4e33a7 e-flex e-con-boxed e-con e-parent\" data-id=\"d4e33a7\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7694dec elementor-widget elementor-widget-text-editor\" data-id=\"7694dec\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember728\" class=\"ember-view reader-text-block__paragraph\"><strong>6. Eliciting talk that increases in fluency, accuracy, and complexity over time:<\/strong><\/p><p id=\"ember729\" class=\"ember-view reader-text-block__paragraph\">Asking simple yes\/no questions keeps learners at a basic level. Teachers can regularly ask learners to add more details by adding who, what, where, when, how, and even why to a basic question.\u00a0 As learners practise asking these questions in pair and group tasks, they help each other to improve and expand their language over time.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-3029d0e e-flex e-con-boxed e-con e-parent\" data-id=\"3029d0e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-21bd8b2 elementor-widget elementor-widget-text-editor\" data-id=\"21bd8b2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember728\" class=\"ember-view reader-text-block__paragraph\"><strong>7. Encouraging self-expression and spontaneous use of language<\/strong><\/p><p id=\"ember732\" class=\"ember-view reader-text-block__paragraph\">It is important for learners to realize from the beginning that they can and should use the target language in the classroom, and that this will be celebrated.\u00a0 Teachers can support pupils by giving lots of choices using visuals and repetitive phrases that can be easily modified.\u00a0 As confidence builds, learners should be encouraged to mix and match their language \u2018chunks\u2019 to create their own messages. During pair or group activities, learners may need certain phrases to make their interactions more natural and these can be provided through \u2018word walls\u2019 in the classroom with high frequency language or \u2018word mats\u2019 on the tables with more specific, topic-related vocabulary.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-b22a6dd e-flex e-con-boxed e-con e-parent\" data-id=\"b22a6dd\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e63110e elementor-widget elementor-widget-text-editor\" data-id=\"e63110e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p id=\"ember734\" class=\"ember-view reader-text-block__paragraph\"><strong>8. Teaching pupils strategies for requesting clarification and assistance when faced with comprehension difficulties:<\/strong><\/p><ul><li>To maintain target language use by both teacher and learners, teach learners phrases needed to ask for help or clarification in the target language (What?\u00a0 Pardon?\u00a0 What does that mean?\u00a0 How do you say ____?\u00a0 I don\u2019t understand.\u00a0 Can you repeat that?).\u00a0 These learning aids, as well as other common classroom phrases, can be included in displays around the classroom.<\/li><li>Don\u2019t use English (the native language) as the default for checking on meaning or understanding. Examples of alternative methods are visuals or multiple-choice questions in the target language.<\/li><li>Of equal importance is making careful decisions about when NOT to use target language (keeping that to 20% or less of what students say, hear, read, write, or view), and reserving that for explanations of grammar, deeper processing of understanding in one-two-one exchanges between teacher and student, for reflection on the learning process or for explaining deeper understanding on an assessment.\u00a0 English is reserved for strategic purposes, such as explaining why this approach is worthwhile and what learners should expect in this class (not knowing every word, but being able to guess at the meaning and show understanding in a variety of ways), to briefly explain a concept that would take too long to act out or demonstrate, or to allow for brief processing of an idea (e.g., from all the examples you have heard and used, discuss with a partner how you think French or Spanish expresses possession).\u00a0 English should not be an easy default choice \u2013 otherwise, learners simply wait to hear words given in English.\u00a0 When people are in a country where only the target language is heard or visible, learners from these immersion settings are the ones who will be comfortable figuring out a sign, understanding a shop assistant or ordering in a restaurant because they have worked to \u201cmake meaning\u201d in their classroom setting.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-9bdf8dd e-flex e-con-boxed elementor-invisible e-con e-parent\" data-id=\"9bdf8dd\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;animation&quot;:&quot;fadeInUp&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1ec94c4 elementor-widget elementor-widget-heading\" data-id=\"1ec94c4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Ready to get started with ProgressTeaching?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-4d63bb3 elementor-align-center elementor-widget__width-initial e-transform elementor-widget elementor-widget-button\" data-id=\"4d63bb3\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scale_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:1.02,&quot;sizes&quot;:[]},&quot;_transform_scale_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scale_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"https:\/\/progressteaching.com\/?page_id=321\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t\t\t\t<span class=\"elementor-button-text\">Book a demo<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>What is target language? The use of target language refers to all that learners say, read, hear, write, and view [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":19170,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_theme","format":"standard","meta":{"content-type":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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