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What Is Mfl Classroom Target Language

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of target language in MFL classrooms Intro: One of the key methodological question for Modern Foreign Language (MFL) teachers may be the use of the target language within the classroom. This paper will attempt to, firstly, define the term used in this study followed by an overview of what the National Curriculum and Ofsted are requiring, the second part will focus on the advantages in communicating with the target language. The third part explores the different challenges uncounted when using target language and finally, this study will try to suggest some strategies to deal with those issues. 90 I. Definitions and requirements One of the main issue in teaching Modern Foreign Languages, is to determine the place of the target language …show more content…

The OFSTED Handbook, at section 37, is stating that “teachers should insist on the use of the target language for all aspects of a lesson.” (Ofsted, 1993). Some terms of this statement may be unclear or at least not precise enough, especially for a beginner or a trainee. “Should insist”, does it mean sanction any English words mentioned, or just reminding pupils, or maybe just try to use the target language as much as we can? Also, “all aspects of a lesson”; does it imply all the time within a lesson like when teaching vocabulary, grammar for example, or it includes instructions, behaviour management, feedback, strategies for exams and everything else around the lesson …show more content…

It does not refer explicitly to teachers’ use of either language, nor do the QCA schemes of work” (Lee, 2000). It can be argued that the use of the target language is not mentioned specifically but others can say that even if it is not mentioned, it is difficult to pretend that it is not implied. Despite what OFSTED is stating target language use remains one of those issues on which many teachers remain uncertain. Finally, in August 2013, OFSTED composed a document called “Judging the use of the target language by teachers and students”, where, can be found some expectations for use of TL by not only teachers but also learners. Due to the focus of this paper being on the teacher aspect, it is more relevant to ignore the learners’ expectations at this stage and highlight what is expected from teachers of languages. An ‘outstanding’ lesson is, according to this document a lesson where “TL is the dominant means of communication”, similarly, in a ‘good’ lesson, the teacher is “consistent role model in use of the TL, however, if you use TL for “praise and organisational matters only” expect a ‘requires improvement’ and finally, when teachers use English where the TL could be used and switches rapidly between English and TL, then, your lesson would be graded as

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