Question: I am doing a great job of staying in the target language during my classes.  However, my students think that using the target language is just for activities.  How do I convince them that they can use the target language throughout class for real communication?

Response: It seems that your students have set the expectations for how and when they are going to use the target language in your class.   Changing those expectations halfway through the year is a challenge but it isn’t impossible.  The first step is to take a time-out to talk with your students about your observations of how and when the target language is being used and by whom.  The fact that you are breaking into English to have this discussion with them should signal to them that this is an important topic.  Next, share with them what you know about the importance of using the target language continuously.  You might share a personal story of how your communication skills improved when you were challenged to use the language continuously.  Now ask them for ideas on how you can all work together to use the target language continuously during class.  You may want to build towards continuous use of the target language by setting daily and weekly goals for the class. 

One idea from Concordia Language Villages that has been successfully used in many classrooms is a variation on the “Super-français” activity that is used in many of the Villages. At the beginning of the day (or the start of class) villagers decide on an individual basis that they want to try use the target language exclusively for the whole day.  They pick special nametags at breakfast that designate them as “Super-français” for the day.  The nametags represent a public commitment to using the target language.  They also signal to everyone else that the person is trying to use the target language all day.  The other villagers and counselors try to help the person be successful.  If the villager makes it through the whole day using only the target language, he or she is recognized at the evening meal and is given a prize.  The prize might be a bead for the person’s nametag or a small disco ball.  It is the symbolism of the prize that is important.  In classrooms, teachers have created special nametags for students to wear as “Super-français” students.  If they are successful, their names are added to a poster of “Super-français” students.  It is a great way to encourage students to take the challenge of staying in the target language and building to a classroom where using the target language is everyone’s expectation.