Target+Language+Use

__**Use of the Target Language in the Classroom (May 2010)**__ Research indicates that effective language instruction must provide significant levels of meaningful communication* and interactive feedback in the target language in order for students to develop language and cultural proficiency. The pivotal role of target-language interaction in language learning is emphasized in the K-16 //Standards for Foreign Language Learning in the 21st Century.// ACTFL therefore recommends that language educators and their students use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom. In classrooms that feature maximum target-language use, instructors use a variety of strategies to facilitate comprehension and support meaning making. For example, they:
 * ACTFL Position Statement on Target Language Use (link):**

*Communication for a classical language refers to an emphasis on reading ability and for American Sign Language (ASL) to signed communicative ability.
 * 1) provide comprehensible input that is directed toward communicative goals;
 * 2) make meaning clear through body language, gestures, and visual support;
 * 3) conduct comprehension checks to ensure understanding;
 * 4) negotiate meaning with students and encourage negotiation among students;
 * 5) elicit talk that increases in fluency, accuracy, and complexity over time;
 * 6) encourage self-expression and spontaneous use of language;
 * 7) teach students strategies for requesting clarification and assistance when faced with comprehension difficulties; and
 * 8) offer feedback to assist and improve students’ ability to interact orally in the target language.