LINGUIST List 13.713

Sat Mar 16 2002

Review: Applied Ling: Pleuger, Jan (2001)

Editor for this issue: Terence Langendoen <terrylinguistlist.org>

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  • Kristi Hislope, How to Teach Modern Languages -- And Survive!

    Message 1: How to Teach Modern Languages -- And Survive!

     Date: Wed, 13 Mar 2002 17:01:39 -0500
    From: Kristi Hislope <KHislopengcsu.edu>
    Subject: How to Teach Modern Languages -- And Survive!


    Pleuger, Jan (2001) How to Teach Modern Languages -- And Survive! Multilingual Matters, vi+178pp, paperback ISBN 1-85359-542-X, USD 16.95, Modern Languages in Practice Series 17

    Kristi Hislope, North Georgia College and State University

    DESCRIPTION This book discusses every day experiences encountered by foreign language teachers primarily at key stages 3-4 (the British equivalent of American middle and high school). The book is written in a humorous style which is accessible to laypersons. The strategies and discussions presented are aimed at reducing anxiety for both the pupil and the teacher. Pleuger believes that, "...the key to successful language teaching is the enthusiasm of the ML [modern language] teacher her/ himself" (p. 2). However, she admits success is only obtained with "...practical techniques for expressing ... enthusiasm and engaging theirs [the students]" (p. 3). Although she claims that the ideas in the book can easily be applied to adult learners, the vast majority of the suggestions and activities in the book are better suited to younger learners.

    Pleuger presents a variety of suggestions from designed flashcards, a script for Cinderella in French for middle school children, ideas for incorporating music into lesson plans, to tips for taking children abroad for a day or for an extended period of time. Each chapter begins with approximately five to ten questions followed by concise answers. This series of questions and answers is discussed later in the chapter and alerts the reader to the contents of the chapter.

    Chapter 1 reads like a self-help guide for the new teacher during their first month or year of teaching. It is a description of what recent graduates may be thinking when they decide to become foreign language teachers and the reality they face at their first teaching job. This reality includes having to abide by the British National Curriculum (or your country's mandated curriculum guidelines), standardized tests to "reveal exactly what your class has (or has not!) learnt" (p. 5), and lastly, a class full of bored children. She reminds the new teachers to calm down, that teachers before them have been successful and they can be also by simplifying or breaking down exactly what the students have to learn and finding a way to make it interesting to them.

    Chapter 2 addresses anxiety and calls it "the demon of foreign language learning" (p. 10). Students must be made aware that anxiety is normal. The successful teacher must reduce it and take away their students' fear of failing by doing such things as warm-ups, pairwork so they can support each other and by having them decorate flashcards to practice with later. To alleviate teacher anxiety, Pleuger suggests not worrying if their homework is not done, just tell them to do it for the next day and give quick, short feedback on speaking evaluations. In an attempt to build learner confidence Pleuger is creating an atmosphere in which students are not held accountable for the material in class and who may use as an excuse that they were not ready to speak yet. While this may work with younger students, older (teenage) learners may take advantage of this situation.

    Chapter 3 is dedicated to the advantages of using the overhead projector and not the chalkboard. She says to "avoid the blackboard like the plague" (p.18) and to cry or do whatever necessary to get an overhead. In this age of technology, children like looking at screens, so they will pay more attention to the overhead projector. When using the chalkboard, your back is to the room and notes can easily be erased in your absence. However, transparencies can be reused each year.

    Chapter 4 describes the educational value and advantages of using flashcards in your class. By designing the cards with many colors, the students have a visual image as well as auditory stimulus when they repeat the words on the card. Designing cards and giving prizes for the best is something that all students can excel at and motivate them to learn the language. Storing the cards at school and bringing them out at different times is also an excellent review. They can also make their own language dictionaries by drawing in notebooks.

    In the middle of the chapter, Pleuger digresses by beginning a discussion on the length of class time and the number of classes per week. The argument is valid but misplaced in this chapter. It would fit better in chapter one when discussing new teachers' misconceptions about the classroom, class time being one of them. She offers funny but impractical advice. She suggests jokingly that if you cannot get your school to agree to more than meeting twice a week and "you are under thirty-five, move to another school" (p. 27)!

    Chapter 5 discusses competition as a valuable tool which does not have to discourage or humiliate students. If competition is used as class entertainment and not taken seriously, then it can have many benefits such as enthusiasm, motivation, and giving every student the opportunity to excel at the most basic tasks. She lets children see her grade book so they can track their grades. This, she claims, motivates them to perform better on the next assignment. However, she also lets them see her whole grade book to compare their grades to their classmates' grades (p. 34). What Pleuger suggests may be a breach of student confidentiality in your country or district. If the idea of shared grades appeals to you, check the legality of it before proceeding.

    Chapter 6 offers advice on how to put on a play or other performance using different amounts of the target language. She suggests using a universal story so that the audience will understand. The teacher can write the script to accommodate the language level of all students that want to participate. The students will learn because they are excited and it is a fun activity. At the end of this chapter, Pleuger has added four short French works that she adapted including Cinderella and Joan of Arc. It is very useful to see the works she is describing in the chapter.

    Chapter 7 is all about using visuals as a way to promote learning and to bring the foreign countries into your classroom. She discusses bulletin board design in detail and suggests taking an empty suitcase abroad to fill up with items which can be used in the class or having a foreign friend send authentic materials for the board. She strongly advises getting computers in your class. They can be used to download and print many colorful pictures. She advises against using real money on the boards. At this point she describes a student who stole the money and was banned from the trip abroad. This anecdote would be better served in chapter 10 (day trips abroad).

    Chapter 8 is a description of making a country and language seem more real to the students by having them design folders containing all kinds of information on the country. It is a good way to teach culture and answer the familiar question, "Why don't they do it like us"? They love to have contests to chose the best folder, so, again, the activity if fun for them. Another way to bring culture into the classroom is to allow them to chose a name in the language.

    Chapter 9 is filled with many excellent ideas on how to make "open evenings" (a visitation or observation night) a success without going overboard. Included is an amusing yet valuable list of "rules for the art of hovering" (p. 84), or, in other words, how to appear approachable yet not pounce on the parents.

    Chapters 10 and 11 both relate to travel abroad with students. Chapter 10 describes a day trip to France from England. She humorously describes a trip abroad "like childbirth - when it's all over, you forget the pain" (p. 89). A trip abroad offers many advantages to students: makes a reality out of fiction, broadens their horizons, motivates slackers, etc. She gives practical advice on how to plan the trip, how to prepare the students and parents, and what to expect on the trip (everything will go wrong that can)!

    In chapter 11 a longer stay abroad is discussed. Pleuger states that a one week stay is usually long enough. Arranging families for students, how to deal with homesickness, and advice on how to find an exchange school are presented.

    Chapters 12 to 16 deal with the four skills and use of the target language. Chapter 12 presents practical suggestions on developing listening skills. Pleuger suggests using visuals, asking comprehension questions in English, doing your own voice recordings, and repeating frequently until the students learn how to listen for information. Stress that understanding half of the information is good in the beginning stages of acquiring listening skills. She advocates using songs, videos, and games to reinforce/teach listening skills.

    Chapter 13 focuses on speaking. Pleuger calls speaking the language, "the main and most urgent need of a foreigner" (p. 126). To lessen the anxiety of beginners toward speaking, she emphasizes not stressing perfection. Acting in role-plays is a good way to grab their interest and get them speaking. She also offers other suggestions for practice. She discusses preparing the students for the GSCE (British school exit exam) oral exam. To prepare, set up many mock interview with the students, and do not give them false hope of passing if they are poor speakers.

    Chapter 14 calls for more target language usage in each year of instruction. The language should be as authentic as possible to simulate real language use. She recommends leaving a few minutes at the end of each class for discussion in English. The chapter concludes with suggestions again for preparing for the GSCE.

    In Chapter 15 ideas for teaching reading are presented and suggestions are made for passing the reading portion of the British school exit exam. Teaching using fun activities such as translating songs and making newsletters is fine at first, but they must practice reading more serious material for comprehension as well. Strategies for passing the reading exam are discussed (i.e. avoiding direct translation and reading all questions prior to reading the passage).

    Chapter 16 presents writing as a difficult task because of attention that must be paid to detail. Pleuger claims that memorization and constant repetition are the only ways to improve writing grades (p. 156). She recommends copying. She claims, "If they copy and learn nothing but material which will appear in their writing exam paper, you are focusing their effort where it is most needed, simplifying their task, and equipping them with a priceless store which they can draw on almost effortlessly when the time comes" ([. 158). This suggestion turns language learning into a rote exercise in which all meaning is reduced to a memorized form void of any meaningful language practice. It is teaching with only one goal in mind, to pass the test and not with any real communicative values. To her credit, she does mention ways for getting a higher score, such as adding transition words (p. 161).

    Chapter 17 concludes the book with music as a technique to teach language. Students should learn the words without having the activity turned into a grammar lesson. They will memorize it and learn the structures later. The five previous chapters are on language skills and geared toward the school exit exam. Therefore, this chapter would fit in more naturally after chapter 6 (plays and other performances).

    EVALUATION The strengths of this book lie in it's reader-friendly humorous tone. Each chapter and it's sections are short and to the point which make it ideal as a quick, yet informative read for busy, perhaps overwhelmed novice teachers. The anecdotes and suggestions are based on real-life experience which adds credibility to their claims of success.

    For non-British readers, some terms and concepts of the British educational system will be unfamiliar. The book does include a brief glossary of some of the terms. However, readers would be facilitated by having a reference to see the glossary after the first mention of such terms or acronyms. Other terms which may be common knowledge to the English may not be to others and are not explained. For example, SNCF (p. 91); CTIS (p. 104); and grade F-G, etc. (p. 158). Also, for readers not in proximity to a country where the foreign language is spoken, experiences such as a day-trip abroad and it's description may not be fruitful, but could be adapted for a visit to a community or business where the language is spoken. For British readers the references supplied are invaluable (i.e. addresses of places you may write or visit to obtain information mentioned in the book). This is also a list of further reading which could prove useful.

    If you are looking for a book on the theory of teaching and practical applications based on theory, this is not the book for you. On the other hand, if you want to know what to actually expect in the classroom and how to go about it, then this is a good, short interesting book keeping in mind that most of the suggestions in the book are more valuable for younger learners.

    BIOGRAPHICAL SKETCH Kristi Hislope received her Ph.D. in Spanish linguistics from Purdue University in August 2001. Currently she is assistant professor of Spanish at North Georgia College and State University. Her research interests include second language acquisition, heritage language learning/teaching, bilingualism, and teaching second language writing and reading.