ERIC ED390250: What Illinois Teachers Do in the Classroom: New Research.

5 Pages·1995·0.18 MB·English

by  ERIC

DOCUMENT RESUME
FL 023 173
ED 390 250
AUTHOR Connor, Lucy B.
What Illinois Teachers Do in the Classroom: New
TITLE
Research.
PUB DATE
95
NOTE
6p.
Journal Articles (080)
PUB TYPE
I.C.T.F.L. Accents; v8 n2 p6-8 1995
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Classroom Communication; *Classroom Techniques;
DESCRIPTORS
Elementary School Teachers; Elementary Secondary
Education; Instructional Effectiveness; *Language of
Instruction; *Language Proficiency; Language Role;
*Language Teachers; Multilevel Classes (Second
Language Instruction); Oral Language; Secondary
School Teachers; Second Language Instruction; State
Surveys; *Teacher Attitudes; *Teacher
Qualifications
*Illinois; Total Physical Response
IDENTIFIERS
ABSTRACT
A survey of a random sample of Illinois elementary,
junior, and senior high school second language teachers investigated
(1) teacher preparation, training, and oral proficiency
three areas:
(2) percent of the target language used by the teacher in the
levels;
classroom within a specific time span; and (3) the teacher-perceived
usefulness and frequency of use of specific techniques for developing
oral proficiency. Results show: low level of teaching proficiency in
the language taught; need for many teachers to upgrade teaching
skills and techniques; low level of oral proficiency among teachers;
relatively high amount of classroom target language use by elementary
teachers; the greatest increase in classroom target language use
occurred from second- to third-year classes at the senior high level;
decrease of teacher target language use in multi-level classes;
relatively low target language use in junior high and first- and
second-year Yigh school classes; most useful and frequently-used
techniques varied considerably by instructional level; differences in
technique used were more dependent on level than language taught; use
of oral quizzes and tests was widespread at all levels; and newer
communicative techniques were used widely.
(MSE)
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What Illinois Teachers Do in the Classroom: New
Research
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2
BEST COPY AVAILABLE
PEDAGOGY
Findings
What Illinois Teachers Do in
Spanish and French were the main
languages taught at the elementary and
the Classroom: New Research
junior high levels. German was taught
mainly at the senior high level. Spanish
dominated all levels of K-12 instruc-
tion except advanced classes at the senior
By LUCY B. CONNOR
high level. By fourth year, French was
East Alton-Wood River High School (Ernerita)
the main language reported.
Japanese was reported at the elemen-
EDITOR'S NOTE: One of Illinois'
the target language there is in the class-
tary level; Russian, Japanese, and Ital-
long-time dynamos in the foreign lan-
room. Little is also known about which
ian at the secondary level. There were
techniques are most useful or most
guage teaching profession is Lucy
no less-commonly-taught languages
Connor. Dr. Connor recently retired
frequently used at the various levels of
reported at the junior high level.
K-12 instruction to develop speaking
from teaching German at East Alton-
ability. Moreover, the literature does
W ood River High School. In 1994 she
Fifty-one percent of the K-12 respon-
not provide adequate information on
received her Doctorate of Education
dents rated their knowledge or infor-
from Southern Illinois University-
the degree to which teachers are trained
mation on teaching for oral proficiency
and informed about teaching for oral
Edwardsville.
as either good (34%) or very good
proficiency or the levels of oral profi-
(17%). Twenty-seven percent reported
We present here a summary of Dr.
ciency modern language teachers in
it as adequate; 15% as fair, and 7% as
Connor's research into the practices
Illinois have attained. We therefore
and techniques of the foreign lan-
hazy.
developed and administered a survey to
guage teachers in Illinois. This scien-
explore these issues.
The data collected on the respondents
tific investigation into the actual prac-
pointed to three areas of concern. Sev-
The instrument was developed over a
tices of our colleagues will help read-
enteen percent of the respondents had
two-year span with input from the re-
ers see how their own teaching styles
only a teaching minor in the primary
and techniques compare to others
search literature and from a panel of
language taught. Moreover, while 17%
around the state.
Illinois foreign language professionals.
of the junior high respondents and 15%
The research questions focused on three
Dennis Church, Guest Editor
of the senior high respondents reported
areas:
teaching more than one language, over
As the foreign language teaching pro-
teacher preparation, training, and
half had only a minor in the secondary
fession continues to address the issue
oral proficiency levels
language. The concern here is low lev-
of oral proficiency testing of both teach-
els of teacher proficiency in the lan-
the percent of target language used
ers and students, it is highly useful to
guage taught.
by the teacher in the classroom dur-
examine certain teacher concerns re-
ing a specific time span
Eleven percent of the respondents had
garding teaching for oral proficiency.
taken no foreign language methods
Although the development of all four
the teacher-perceived usefulness and
course, and 22% of the respondents
skills is important in learning a foreign
frequency of use of specific tech-
rated their knowledge or information
language, the current focus on building
niques for developing oral profi-
oral skills in the classroom has been
concerning teaching for oral proficiency
ciency in the classroom
as less than adequate. Just over one-
intensified by the ACTFL Guidelines
third of the respondents (37%) had
and the oral interview assessment pro-
A pilot study was conducted in 1992 to
taken a proficiency-oriented methods
cedure. Moreover, students have indi-
determine the item-reliability of the
class. The concern here is the need for
cated in survey after survey that learn-
instrument that rated teaching tech-
ing to speak the language is their pri-
many teachers to upgrade their teach-
niques.
mary goal in modem language learn-
ing skills and techniques.
The final survey was mailed in late July
ing.
Only 27 respondents (10% of those
1993 to a random sample of 39% of the
elementary and junior high modem
sampled) reported an oral interview
Although there has been much schol-
rating on the AC111. scale. The aver-
foreign language teachers and 15% of
arly debate about oral proficiency in the
the senior high modern foreign lan-
age rating was 2/2+ for those respon-
literature, one finds little classroom -
dents who learned the language primar-
related research on the topic, particu-
guage teacheis in Illinois. Four hundred
ily through formal education in the
five surveys were mailed; 68% were
larly at the K-12 level. There is a dearth
That 89% of the
returned and analyzed.
States.
United
of data on the amount of teacher talk in
6
I.C.T.F.L. Accents, vol. 8 no. 2
3
PED A GOG Y
classroom. The five-point Liken scale
the target language. It is at this point
respondents had learned the language
for usefulness ranged from "don't know"
also that most students progress from
mainly thnough formal education in the
to "very useful." The six-point fre-
U.S. should allow one to extrapolate
the Novice to the Intermediate level of
quency scale ranged from "never" to
proficiency, the learner outcome usu-
that the majority of Illinois K-12 mod-
"daily." The fifteen techniques, which
ally recommended by colleges for high
ern foreign language teachers, if given
were gleaned from the research litera-
school foreign language students. Yet
an oral interview, would cluster about
ture and validated by the expert panel.
the 212+ level. Yet research suggests
research conducted by the Illinois State
were:
Board of Education in 1984 found that
the 3 level (Superior) should be the goal
only 12% of Illinois high school stu-
of teacher education programs if teach-
Audiolingual Methodology (ALM)
dents enrolled in a foreign language
ers are to model the type of language
Memorization
continue foreign language study be-
their students are to emulate.
Personalized Oral Activities
yond the second year.
Skits/Plays
Teacher Use of the
Conversations/Interv iews
The third finding was the decrease in
Target Language
Total Physical Response (TPR)
the teacher use of the target language in
Situational Role Plays
classes
(combined)
as
multi-level
Research into oral proficiency has put
Quizzes/Tests
compared to single level classes. For
an emphasis on the need for copious
Small Group/Pair Work
example, the amount of teacher talk in
amounts of comprehensible input in
Spontaneous/7ree Conversation
the target language used in multi-level
the target language if students' oral
Video Cassettes
3-4 classes was less than that reported
skills are to develop. Such research has
Audio Cassettes/Tapes
for thiirl-year classes. Teachers reported
focused attention on the need for teach-
Proficiency-Oriented Materials
administrative problems in teaching two
ers to use the target language as much
Listening Exercises
classes in the same hour as the major
as possible in the classroom.
Students Requested To Use the
stumbling block to the use of the target
Target Language in Class
language.
Four findings on teacher use of the
the classroom were
in
target language
At all four levels of K-12 modem for-
The Tiiurth finding was the relatively
evident from the data collected. The
eign language instruction, four tech-
low amount of teacher use of the target
first was the relatively high amount of
niques were consistently rated most
language in junior high and first- and
language use reported by elementary
useful and most frequently usedwith
second-year high school classes. That
teachers. The profession might benefit
few excepticnsin developing students'
was only about 50% at these levels,
from more research into this area. The
speaking ability:
with many citing as the reason a focus
high percentage reported (70%) could
need to cover the
on grammar and r
possibly be attributed to the widespread
Personalized Oral Activities
material in the textbook. This should
use of Total Physical Response (TPR)
Students Requested To Use the
also be a reason for concern of the
at this level, a method in which the
Target Language in Class
teaching profession.
teacher speaks only the target language
Conversations/Interviews
for extended periods of time.
Small Group/Pair Work
Usefulness and Frequency
The m6st useful and frequently used
of Teaching Techniques
technique in developing speaking skills
The amount of teacher talk
There exists a dearth of research on
at the elementary level was Total Physi-
in the target language in
what techniques are most useful or
cal Response. Personalized oral activi-
multi-level 3-4 classes was
ties, conversations and interviews, stu-
most frequently used by K-12 teachers
dent use of the target language in class,
in developing students' oral proficiency.
less than that reported
small group and pair work, and listen-
Are some techniques useful to all K-12
for third-year classes
ing exercises rounded out the top six
teachers, regardless of the level or lan-
most useful techniques at this level.
guage taught? Are some techniques
Memorization replaced small group and
level-specific--i.e., elementary teach-
The second finding was that the great-
pair work in the six most frequently
ers find them useful, but secondary
est increase in the teacher use of the
used techniques.
teachers do not? Are some techniques
target language in the classroom oc-
not useful at all?
Junior high teachers ranked personal-
curred from second- to third-year classes
ized oral activities, student use of the
Fifteen teaching techniques were rated
at the senior high level, increasing from
language in class, small group and pair
on a Likert scale by respondents as to
an average of 50% to 75%. With two
work, conversations and interviews,
their usefulness and frequency of use in
years of language learning, students are
memorization, and listening exercises
developing student's oral skills in the
better equipped to understand more of
7
I.C.T.F.L. Accents, vol. 8. no. 2
5
PEDAGOGY
The last difference based on levels was
Aud iol ingu al methodology was ranked
as their six most useful techniques. The
the importance placed on memoriza-
least useful and least used at all K-12
same techniques were also most fre-
tion in developing oral skills at the
levels. Scheffe's multiple comparisons
quently used, with student use of the
junior high level. Junior high Spanish
of treatment means found all techniques
language topping the list. This was the
teachers rated memorization higher in
significantly higher in usefulness than
only level that ranked memorization
frequency of use (2/15) than another 12
ALM in developing oral proficiency at
among the top five most useful tech-
groups. On the other hand, French and
the junior and senior high levels. Five
niques in developing students' speak-
Spanish teachers of advanced high school
techniques were significantly higher
ing ability, although all four levels of
classes were the only groups not to rank
than ALM at the elementary level. Such
K-12 instruction ranked it among the
memorization among their top six most
findings lend support to the effective-
top five most frequently used tech-
frequently used techniques, with French
ness of communicative teaching ap-
niques. Memorization was used more
teachers at this level the only group to
proaches in helping students develop
frequently by Spanish teachers at this
rank memorization as one of their least
oral proficiency as compared to ALM
level than by French teachers. Profi-
useful techniques in developing stu-
ciency-oriented materials, video cas-
methods.
dents' speaking skills.
settes, and audiolingual methodology
Video cassettes were also not useful or
were the least useful techniques at both
Tne data supported three major find-
frequently used at the K-12 level. As
the elementary and junior high levels.
ings. First, differences in techniques
one respondent wrote, "there are few
used were dependent on the level of
Teachers of first- and seccod-year classes
good ones of interest to the students
instruction rather than the language
at the senior high level ranked student
that they can understand."
taught. Differences in techniques used
use of the language in class, personal-
among languages were only subtle and
ized oral activities, conversations and
Four techniques were level specific.
usually occurred midway in the rank-
interviews, small group and pair work,
Total Physical Response was used
ings. thus making them problematic to
spontaneous conversation, and listen-
mainly at the K-6 level. Spontaneous
ing exercises as the most useful and
interpret.
conversation, on the other hand, was an
frequently used techniques in develop-
important technique at the secondary
The second finding was the widespread
ing speaking skill. Memorization out-
level, ranking in the top three most
use of oral tests and quizzes at all levels
ranked conversations and interviews in
useful and frequently used techniques
of K-12 instruction. In general, the per-
frequency. Total Physical Response was
for teachers of third-year or more ad-
ceived usefulness of oral tests increased
rated by Spanish and German teach-
vanced classes. There was a marked
from elementary to secondary level,
ersbut not by Frenchas one of the
decrease in the usefulness and frequency
with the frequency increasing from once
least three useful techniques at this
of TPR from the elementary to the
or twice a quarter to once or twice a
level.
secondary level and a marked increase
month.
in the usefulness and frequency of
spontaneous conversation. While TPR
The third finding supported a rather
Audio lingual methodology
requires students to respond with body
high degree of usage of newer commu-
was ranked least useful and
movements to often zany commands
nicative techniques at all K-12 levels of
and is therefore appropriate for younger
least used at all K-12 levels
modem foreign language teaching in
spontaneous conversation
students,
Illinois. Audioiingual methodology was
requires an active speaking vocabulary
given little attention.
characteristic of advanced language
Teachers of third-year and more ad-
learners.
vanced classes ranked student use of
Your Own ideas in Print
the language in class, spontaneous
Another level difference was the low
conversation, personalized oral activi-
Accents welcomes articles from its
usefulness rating given by elementary
ties, small group and pair work, con-
readers. Whether you would like to
and junior high teachers to proficienc y
versations and interviews, and situa-
submit an original piece of writing or
oriented materials (13/15). Comments
a response to something you have
tional role-plays as their most useful
from respondents at these two levels
read in Accents, we really would like
techniques in developing oral profi-
to hear from you. Please send your
seemed to indicate few, if any, exist for
ciency. The rank order was exactly the
teaching idea, news item, or favorite
the developmental stage of their stu-
same for frequency, except memoriza-
anecdote, no matter how short or how
dents. In contrast, proficiency-oriented
tion outranked situational role-plays.
long, to
materials were rated useful by senior
Total Physical Response, video cas-
I.C.T.F.L. Accents
high teachers, with Spanish and French
settes, and audiolingual methodology
Post Office Box 5633
teachers reporting them more useful
were the three techniques least useful in
Springfield, Illinois 62705
and more frequently used than German
developing students' oral skills at the
Fax: [phone]
teachers.
senior high level.
6
8
1.C.T.F.L. Accents, vol. 8 no. 2