Nicole Ramirez

Action Research Project

May 4th, 2015
Staying in the Target Language
Introduction:
As I worked on the assignments for FL 694, I realized that I was not speaking Spanish as
much as I had originally thought. In fact, after doing the second observation analysis of my
teaching, I determined that I was only speaking Spanish about 65% of the time. That was hard
to accept because I honestly thought I was at least speaking Spanish closer to 85% if not more of
the class period. Therefore I decided to do an experiment with the goal being my staying in the
TL 100% of the time. I talked about the experiment with my Spanish 201 class and explained to
them in Spanish that while I thought I was speaking so much Spanish in class, I was not, and that
from that class period on, I would aim to speak in Spanish the whole class. They did not like that
since the majority of them thought that I spoke too much Spanish as it was. So the theme of my
action research was born: How to stay in the target language 100% and how would it affect my
students perception of the class? Would it be too difficult for them? Would they adjust?

Research questions:
My main goal was to make myself stay in the TL while teaching the Spanish class. This
is a lot easier said than done. My main research question was How can I effectively increase
TL use in my class and how will my students respond to this increase? Another research
question that I wanted to address is Is there an appropriate time to use the L1 in the FL
classroom?

Literature Review:
There is no shortage of literature that supports the view that the FL teacher must stay in
the target language as much as possible. ACTFL recommends that language educators and their
students use the TL as much as 90% during the class period (Crouse, 2012). Sometimes this
class time is the only time the student will have any exposure to the language and their teacher is
the only provider of the necessary input, so there is no time to use too much of the L1. As
Stephen Krashens comprehensible input hypothesis proposes, exposing learners to extensive
periods of comprehensible TL input will ensure mastery of the TL (as cited in Moeller &
Roberts, 2013, p. 22). While maximum use of the TL is ingrained in all language teachers, a
judicious amount of L1 may be necessary at times, especially when all other means of conveying
meaning (TPR, gestures, circumlocution, etc.) have been exhausted.

As Van Lier (2000) and

Cook (2001) have heeded, (as cited in Moeller & Roberts, 2013, p. 22) simply using the L2 does
not guarantee TL learning since input must become intake in order to become internalized. As
cited by Turnbull, referring to Swains determination on the concept, the nature, relative
frequency and modification of the input, as well as interaction and/or output appear to determine
if input becomes intake (Swain, 1985, 1993).
Nevertheless, the language educators goal should be to stay in the TL. Researchers have
shown that the amount of TL input does affect learners target language development (e.g.
Larsen-Freeman, 1985; Lightbown, 1991: Liu, 2008, Turnbull 2001) (as cited in Moeller &
Roberts, 2013, p 22) and have established a direct and positive correlation between learner
achievement and teacher use of the target language. (Carroll, 1975; Wolf, 1977, Burstall,
Jamison Cohen & Hargreaves, 1974) (as cited in Moeller & Roberts, 2013, p 22) Long makes
the claim that it is reasonable to assume that what goes on inside classrooms, including the

teachers role in this, is the single most crucial element in determining how students perform (as
cited in Polio & Duff, 1994, p. 313). Exposing learners to the TL input is the main reason
teachers should maximize their use of the TL (Turnbull, 2001). Researchers such as Chuadron,
(1988), Ellis (1984 and Wong-Fillore (1985) emphasize that it is important for SL and FL
teachers to expose learners to as many language functions as possible in the TL (as cited in
Turnbull, 2001, p. 532).

Chaudron (as cited in Turnbull, 2001, p. 532) writes that

in the typical foreign language classroom, the common belief is that the fullest
competence in the TL is achieved by means of the teacher providing a rich TL
environment, in which not only instruction and drills are executed in the TL, but
also disciplinary and management operations (1985, p.21).

While Chaudrons method may seem a bit antiquated since doing drills is no longer a focus of
the FL classroom, he does make a valid point. Disciplinary and management operations should
be done in the TL.

Since the students have to do the same routine each day, such as answering

role, taking out a sheet of paper, being quiet, or getting disciplined, these are the functions of the
classroom that would be the easiest to perform in the TL because they know what to expect.
After the first week of class, the students would know what the teacher is saying when she calls
roll, or says to take a sheet of paper out in the TL. Polio & Duff refer to what Higgs states in
their article, which is:
In making the unavailable available, the teachers role is one of facilitating the active
use of the TL in the classroom, presenting the best possible model of the language,
providing feedback, guidance, and reinforcement and making available TL data in
terms of comprehensible input, that is, the natural unconstrained use of the TL in
the classroom (p.8).

According to Dickson, (1996) one of the factors that are thought likely to affect TL use is
the teachers competence and confidence in the spoken language. The more confident a teacher
is in speaking the TL results in more use of the TL in the classroom. Dickson did a study in
which he determined by interviewing teachers, three main reasons that they used the L1 in the
classroom:
1) it is practical and a realistic acknowledgment of time constraints to use the L1.
2) for more complex explanations, particularly of grammar, the L1 is more effective
3) and pupils deficiencies in the L1 and grammatical understanding make it
necessary in many contexts to use L1 rather than the target language (Dickinson, 1996,
p.16).
M.Pablo et al claimed in their study that use of L1 has a facilitating and natural role within the
learning process and that it does in fact play an important role in the teaching-learning processes
in the FL classroom ( Pablo, Lengeling, Zenil, Crawford & Goodwin, 2011). According to a
study done by M Pablo et al, where they interviewed teachers perception on using the L1 in
the classroom, one of the main reasons for its use was to form a connection with students through
the use of chitchat or jokes in order to establish a rapport in the classroom. In doing so, they
attempted to lower the students affective filters and create a learning environment where the
students would feel more at ease and would participate more freely (Pablo, Lengeling, Zenil,
Crawford & Goodwin, 2011).
When aiming to teach in the TL, there are three questions that keep teachers awake at
night. The first one is:
How do we make the TL comprehensible to our students?
Ideas offered in Actfls The Language Educator are:

provide comprehensible input that is directed toward communicative goals

make meaning clear through body language, gestures and visual support

conduct comprehension checks to ensure understanding

negotiate meaning with students and encourage negotiation among students

elicit talk that increases in fluency, accuracy and complexity over time

encourage self-expression and spontaneous use of language

teach students strategies for requesting clarification and assistance when faced
with difficulties and

offer feedback to assist and improve students ability to interact orally in the TL
(Crouse, 2012).

The second question is How do we persuade students to resist the easy path of English
when speaking when one another? Crouse states that some teachers use reward systems to
recognize students who maintain the target language with points that can be redeemed for prizes
and privileges (Crouse, 2012, p. 25). Some other ideas are to plan lessons to eliminate idle time,
which can lead students to chat in English as well as changing seating around so that students
have a chance to pair up with different classmates (Crouse, 2012).
The third question is What can FL teachers do to stay in the TL?
This is a question that comes up repeatedly and many veteran teachers concede that TL language
instruction demands careful planning of lessons and materials, along with high-energy execution
(Crouse, 2012). Edwards posits that using strategies like circumlocution and visual aids to teach
allows the instructor to model ways of avoiding reliance on the L1. Students in turn can mirror
the teacher as they improve their own skills in communicating (Edwards, 2011). Other ideas for

staying in the TL while teaching are offered by Moeller and Roberts. They suggest the following
ideas:
1) Build a curriculum grounded in theory and standards
2) Create a respectful community of learning that promotes risk taking.
3) Exhibit enthusiasm for your students learning- celebrate each oh and aha.
4) Integrate technology to move from consumer of language to user of language.
5) Teach grammar inductively- let the students crack the code.
6) Personalize lessons by using stories and pictures from your real life adventures
(Moeller & Roberts, 2013).
After doing this action research project, if I were to do another one, I would investigate ways to
get my students to produce more in Spanish. The two topics overlap so much, and while looking
for research on teaching in the TL, I also found so much useful information on how to get my
students to speak Spanish. There is so much good advice out there to put into practice. In fact, I
did try some of the things I learned so far and they have worked. However, I have barely made a
dent into what I can learn and use in my classroom.
Participating in action research has definitely tested me. It is very time-consuming and
tedious. However, what a great experience! I feel like I have learned so much about the way
that I teach and ways that I can improve. Doing the research, actually jumping in and getting
totally immersed in the information has really opened my eyes as to how the process of doing
research really works. I feel like I have gotten to see the trailer of the movie of what it would be
like to write a thesis for my PhD. I know that a thesis is much more entailed and timeconsuming, but the research one has to do in order to get first hand knowledge of what they are
writing about must be comparable to the action research project albeit on a much larger scale.

As far as how I see my classroom now, because of this project, I see my classroom, as an everchanging scene where with more experience will come more positive changes.

Conclusion:
My main research question was How can I effectively increase TL use in my class and
how will my students respond to this increase? Another research question that I wanted to
address is Is there an appropriate time to use the L1 in the FL classroom? This research that I
did on this project has made me come to the conclusion that videotaping myself teach is a good
way to ensure that I will stay in the TL. It made me very conscientious of the fact that I needed
to speak Spanish as much as possible, however, many times that I did switch into English, I did
not even realize it until I viewed the recordings. When I read research on the subject, it said that
when a teacher uses the L1 in the FL classroom, she should be very aware of doing so, even plan
as when she will use it. I, on the other hand, used it unconsciously. Had it not been for the
recordings, I would not have even realized I did it half of the time, especially during transitions
in the classroom. I caught myself saying so, alrighty, yeah and other one-word sayings that I did
not realize I was saying.
My findings confirm my opinion, that while the TL is the goal in the classroom, judicious
use of the L1 is appropriate. Sometimes, a student just does not understand what you are trying
to say even after you have tried rephrasing the question, circumlocution, TPR, drawing pictures
on the board, etc. Sometimes, you need to give them a hint in the L1. It is necessary that the
students take that input and change it into intake, which may require the L1 at times. My goal
will be to stay in TL 90% of the time. I want to make sure that my students dont get so
frustrated that they give up on learning the language.

References
Crouse, D. (October 2012). Going for 90% plus: How to stay in the target language. The
Language Educator, 7(5), 22-27. Retrieved from http: www.actfl.org.
Dickson, P. (1996). Using the target language: A view from the classroom. Slough, UK:
National Foundation for Educational Research.
Edwards, H. (2011). Examining target language use. Project LINC. Longwood University,
Farmville, Virginia.
Moeller, A. J. & Roberts, A. (2013). Keeping it in the target language. Faculty Publications:
Department of Teaching, Learning and Teacher Education. Paper 178. Retrieved from
http://digitalcommons.unl.edu/teachlearnfacpub/178
Pablo, I.M, Lengeling, M.M., Zenil, B.R, Crawford,T., & Goodwin, D. (2011). Students and
teachers reasons for using the first languages within the foreign language classroom
(French and English) in central Mexico. Universidad Nacional de Colombia, Facultad de
Ciencias Humanas, Departamento de Lenguas Extranjeras. 13(2), 113-129.
Polio, C. & Duff, P. (1994). Teachers language use in university foreign language classrooms:
A qualitative analysis of English and target language alternations. The Modern Language
Journal, 78, 313-326.
Thompson, G. L. (2006). Appendix D of Teacher and Student First Language and Target
Language use in the Foreign Language Classroom: A qualitative and quantitative study of
language choice. Ann Arbor, MI: ProQuest information and learning company.

Turnbull, M. (2001b). There is a role for the L1 in second and foreign language teaching, but...
The Canadian Modern Language Review, 57(4), 531-540.