For language teachers, this strategy is the BIG ONE. Wait...it says NONlinguistic representations, so how can that be so important to teachers of linguistics? Well, the reason this one is key in the second language classroom is because using nonlinguistic representations essentially allows you to remove spoken and written language from your classroom. Of course, the language we want to remove here is English (or whatever the first language may be). This is the KEY to everything we hear about creating comprehensible input, immersive settings, and remaining in the target language. Especially for beginning level classes where they know so little of the second language, nonlinguistic representations are the most effective way to fill in the gaps. So let's talk about some different kinds of nonlinguistic representations and how you can use them.
1. TPR (Total Physical Response)
While this method of teaching is not for everyone, some elements can be used successfully in any classroom. TPR is a type of non-linguistic representation that involves the use gestures to communicate the meanings of words and phrases without actually using the words. It looks a lot like charades, but the gestures are consistent and attached to specific target language words.
I am NOT a TPR teacher, but I have certain hand gestures that I use consistently to avoid speaking English. You can also encourage your students to use gestures when they can't think of a word in Spanish. The gesture is better than the English word because gestures are universally understood and a non-linguistic form of communication.
I am NOT a TPR teacher, but I have certain hand gestures that I use consistently to avoid speaking English. You can also encourage your students to use gestures when they can't think of a word in Spanish. The gesture is better than the English word because gestures are universally understood and a non-linguistic form of communication.
2. Sketches
Sketching can be used in much the same way as those translation exercises once were. If you want to check reading comprehension, for example, having students sketch what they understand can be a great way to see what they are getting out of it. You can see both what students included in their sketch AND what they left out. Both of these are important and worthy of attention. This also allows you to go back and squeeze more information out of your students by asking them to add DETAIL to their sketches.
Sketching can be used in much the same way as those translation exercises once were. If you want to check reading comprehension, for example, having students sketch what they understand can be a great way to see what they are getting out of it. You can see both what students included in their sketch AND what they left out. Both of these are important and worthy of attention. This also allows you to go back and squeeze more information out of your students by asking them to add DETAIL to their sketches.
3. Symbols / Icons
The consistent use of symbols are icons to represent words has been one of the most important turning points in my instruction. For every word my students learn, I assign that word an icon. I cement that icon in their brains WITH the word and I NEVER let them see the English word. This has increased vocabulary retention so much in my classroom. Our brains remember pictures much better than a word, especially when that picture has meaning. The icons I use are kept consistent throughout all the different levels, on every assessment, and in every activity. Repeated viewing of the icon accompanied with the Spanish word has been a crucial step towards my increased use of the target language with students.
The consistent use of symbols are icons to represent words has been one of the most important turning points in my instruction. For every word my students learn, I assign that word an icon. I cement that icon in their brains WITH the word and I NEVER let them see the English word. This has increased vocabulary retention so much in my classroom. Our brains remember pictures much better than a word, especially when that picture has meaning. The icons I use are kept consistent throughout all the different levels, on every assessment, and in every activity. Repeated viewing of the icon accompanied with the Spanish word has been a crucial step towards my increased use of the target language with students.
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