Maximising Potential (MFLE mini-site)

Points for reflection (continued) - Identifying barriers

Cartoon of angry pupil stamping on piece of paper

How can we identify barriers we can't see?

Barriers such as those listed may be invisible to modern language teachers, but the effects they create and the behaviours that result are often very plain to see.

When learners are experiencing difficulty with the work that has been set in the modern languages classroom, the signs are usually quite obvious.

 

How can we identify barriers we can't see?


In listening work, pupils:In written work, pupils:
  • keep losing the place on the tape
  • are unsure what they have to do
  • say they can’t understand what is being said
  • fail to complete answer sheets, guess, or get most answers wrong, etc.
  • fail to complete the work
  • produce work that is illegible
  • misspell a high proportion of words
In oral work, pupils:In general, pupils:
  • rarely volunteer an answer
  • when you insist, can’t answer or give a wrong answer
  • answer yes or no, but can go no further
  • appear not to have understood the question
  • participate reluctantly in pair work
  • may use English instead of target language
  • can't remember any of the needed word or phrases
  • are unable to follow directions
  • behave aggressively
  • are reluctant to co-operate
  • express indifference
  • offer passive resistance
  • are easily distracted, restless
  • try to distract others, etc.

 

Interpreting unwanted behaviour

Some learners prefer to use avoidance strategies rather admit to what they see as their failure. Teachers need to recognise that these strategies, particularly ones which manifest themselves as misbehaviour, often mask pupils' underlying difficulties. It is important to recognise that behaviours such as reluctance to learn, inattention, and lack of co-operation often signal the existence of low self-esteem arising from curricular barriers which could be reduced or eliminated.

Do you recognise these behaviours?

Whilst most modern language teachers do recognise these behaviours, they don't always realise that these behaviours can be the result rather than the cause of difficulties that pupils experience. We tend to say things like: 'If they would only concentrate... If they would only try harder... If they would only pay attention... then they would do better.'

Tackling the barriers

So we have to dig deeper. Why are they behaving like this? If it’s not the language itself, it may be the way we are teaching it. If you are seeing a lot of this behaviour, then it’s worth considering as a possibility.

In all the cases the authors have observed or heard about, when curriculum development along these lines has been tackled, learning behaviour has improved, and for many pupils, that means behaviour per se has improved.

Points for reflection continued