Students are finding new confidence in language learning thanks to a methodology adopted by ACG Strathallan Spanish teacher, Ele Gravier.
Inspired by the research of Dr. Stephen Krashen and the motivational framework developed by Dr. Liam Printer, Ele has implemented a reading project to help her year 7-9 Beginner classes acquire a better knowledge and understanding of Spanish.
Krashen argues that language acquisition occurs when language is used for what it was designed for - communication. “Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill,” he states. “Real language acquisition develops slowly.”
As Krashen points out, when we ‘learn’ our first language it happens naturally as a subconscious process. “Language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication,” he says. It therefore makes sense to adopt a similar approach when learning a second language.
Using Krashen’s research, Printer, an educational consultant and author, developed a range of strategies to make learners of a second language more proficient through reading and story-telling.
After attending a workshop led by Printer, Ele adapted her teaching programme, and has since seen a real difference in her students’ engagement and mastery of Spanish.
“I began integrating several of his strategies in the classroom, including storytelling, classroom jobs, and the fictional country project ‘Españoland’,” she says. “These activities have made learning Spanish more engaging and purposeful.”
Then, in Term 4, students were introduced to the graded reader Juliana by Spanish authors, Margarita Pérez García and Rosana Navarro.
Ele uses a range of strategies to support their reading. “Before each chapter, the students play a Blooket game to preview key vocabulary,” she explains. “During silent reading, they are encouraged to use a range of comprehension strategies, such as reading for the gist rather than focusing on every word; identifying cognates; using context clues to infer the meaning of unfamiliar words; skipping unknown words when they do not block overall comprehension and making predictions based on story clues. To guide comprehension, key questions are displayed on the whiteboard, helping students stay focused on meaning rather than translation. After reading, they share their understanding of the chapter.”
Five weeks into the reading project, Ele can see the impact of this change in methodology. “Students are beginning to respond to questions in Spanish, sometimes quoting directly from the text,” she reports. “And the process naturally differentiates learning, as each student engages at their own level of comprehension.” But perhaps the most satisfying outcome for teacher and students: “Students seem to be gaining confidence - they’re starting to believe ‘I can read a book in Spanish!’”
As Ele explains, “The goal of the initiative was to boost motivation by helping students see that what they learn in class is meaningful and can be used to understand and enjoy authentic stories in the target language.”
Ele has certainly achieved her goal, as year 8 student, Anaiya Rasool, testifies: “Reading a whole book in Spanish feels challenging but exciting. I understand common phrases and words which makes me proud and amazed that I can read Spanish. It’s like solving a puzzle.”
¡Muchas gracias, Sra. Gravier!
