• Instruction that includes strategies that encourage language learning and appeal to a variety of learning styles

    (adapted from Linda m. Wallinger)

    World language classes are more heterogeneous than ever. World language teachers work with students who represent the total school populations - students who are learning disabled, heritage language speakers, talented and gifted, at risk, and traditional learners. As a result, teachers must vary their strategies. There should be specific discussion with students about study and learning strategies that will help them with their language learning such as mnemonic devices, suggested ways to practice, and the use of memory hooks to link new materials to information that has already been learned.

    Instruction should include elements that reinforce learning through visual, auditory, and kinesthetic cues. information should be presented more than once (perhaps over a period of days) and in a variety of ways. Material learned in previous lessons should be recycled into new lessons to minimize learning loss and to facilitate increasingly complex use of the language. Students should be encouraged to practice language using all the learning modes.
    • Present material in a variety of ways - speaking, writing, with visual cues and actions
    • Present, restate, and review material more than once, perhaps over several days
    • Recycle and refer to previously learned information as part of the new lesson
    • Suggest learning strategies that will help students retain the new material
    • Cue students when important information should be written into notes
    • Respond appropriately when students have questions or seem confused
    • Use both verbal and non-verbal feedback from students to adjust the presentation
    • Adjust the content and difficulty of practice questions and/or tasks to meet the abilities of the learners
    • Change activities frequently to encourage use of a variety of learning modes and to reinforce a variety of content and skills