I always use the word communicative in quotes cos most of what I see that is labeled “communicative” language teaching is basically grammar and theme-based stuff with a few ask-and-answer activities, as opposed to jump in and find info you actually care about from people who actually want to speak the language.
Anyway, my colleague Leanda (full classic TPRS) and I have been chatting with a student teacher who is doing her French-teacher practicum with another colleague. This colleague is a grammarian and “communicative” teacher who has seen c.i.– and says she likes it, but won’t try it– and the student teacher wants to “do” TPRS. Her mentrix won’t let her. But she has been watching classes and reading and seen some demos. She saw one of my German T.P.R.S. demos and was intrigued. So anyway we have chatted about her own experiences in high school learning French (and her experiences student teaching in her mentrix’ classroom) and here are a few things she said:
On being asked to “practise speaking french with her classmates”: She said that it always feels “fake” to speak ____ with a non-native speaker. She said that when her teacher asked her to practise in French, she would just speak in English with classmates. Take note, people…if a kid who loves French doesn’t like speaking it, how do the other 90% of your students feel?
One where she got good comprehensible input: she read as much as she could, and she enjoyed listening to the teacher’s French.
On where she really “got it” with French: when she went and lived near Vimy Ridge in France for nine months. She mentioned how she lived above a store. The girl who worked in the store was young and spoke good slangy gutter French but knew that Nicole didn’t know much French slang. So the girl said “I’ll speak YOUR language” and she would massively simplify– and standardise– her French for when our ST came in. This was often two-word phrases. This was a massive help– it made French comprehensible.
On grammar teaching: She said that– for her– grammar was easy to learn via rules.
On how well grammar teaching is working for her own French students (8th graders/level 1):
The kids have difficulty focusing in class. Their comprehension is low, and their output terrible (low amounts, bad grammar, terrible pronunciation). The text provides very little reading, and the homework book a ton of grammar practise. Today she saw my kids’ 4th “relaxed writes” (retell the most recent story, modified) and was amazed to see kids writing 400 word stories– with generally very good grammar– after only 8 weeks of TPRS. My kids are also beginners. T.P.R.S., hands-down, blows traditional teaching away. Her biggest frustration? The kids are not enjoying French. And here, dear readers, is your daily “take-away,” as they say: just because you like something does not mean other people do, nor that your enthusiasm for it will make others start to like it.
On her University methods professor: Her methods prof– a French Ph.D.– was tedious, annoying, and, in my view, wrong. The prof stressed immediate correction of students, grammar work, and lots of output. The prof was also a total French nazi in class, and would have freak-outs if English was spoken. What were you supposed to do if the very technical, specialised vocabulary of teaching was something the student teachers– almost none of whom were native speakers– didn’t know? “Struggle,” she said.
Anyway, there you have it: this is how a lover of the French language, an innovator even as a student teacher, and someone who is going to be a very strong languages teacher, sees her own past.