Target Language: Secondary

Extensive use of target language is essential for effective, high-quality language learning and teaching.  Whilst there is no set guidance in terms of amount of target language use in Scotland, learners require regular and sustained engagement in the target language to internalise and acquire language over time.

This section will explore Target Language: Secondary in relation to the following three How are we doing? self-evaluation statements:

  • Our learning approaches and environments are language-rich, with the majority of curricular learning taking place in the language being learned.
  • We structure and scaffold learning so that learners are continuously encouraged to both understand and use their language, building progression and increasing confidence over time.
  • We explore, develop, and share a range of strategies to continuously develop our own practice.

Click on the links below to read more about the key themes of Target Language Secondary and then use the How are we doing? statements to reflect on your current practice and explore your next steps.  Further reading and resources are also provided at the bottom of this page.

Finally, watch the video below to learn how practitioners have engaged with this TILE.

Teaching in the target language Target language strategies Learner voice and target language

Teaching in the target language

Research points to the critical role and positive impact of extensive target language use in learning languages.  In an article which explored secondary modern language teachers’ use of the target language as the main means of communication in teaching, Crichton (2009) argues that such a high-level of target language use can act as a motivating factor for students if they successfully understand and communicate in the foreign language.  She further argues that such a context supports learners’ acquisition of the language and allows them to communicate spontaneously.

However, teaching in the target language is a highly developed skill which takes time, perseverance, and confidence to develop.  Language teachers apply a range of target language strategies including:

  • Simplifying language e.g. verb + noun structures (open the book etc.)
  • Written support of spoken language
  • Slowing speech
  • Repetition
  • Visual aids
  • Gestures and actions to support comprehension

Such target language approaches may be used as complementary strategies to other approaches to language learning which may use trans-languaging (or cross-lingual) strategies. These approaches draw on learners’ existing language resources to support their target language learning – on English, on students’ home or community language skills, and/or on learners’ other school-acquired languages. This may include highlighting elements of language that are similar or different across learners’ language repertoire or explaining grammar points in a learner’s main school language before moving on to explore this in practice in the target language.

Target language strategies

A range of strategies can support enhanced and extended use of target language throughout learning. Developing target language use in partnership with learners, colleagues, and other stakeholders, helps to promote a shared learning ethos and wider engagement.

Such approaches may include:

  • A focus on developing target language use across a department/faculty and as part of improvement planning
  • Engaging with learner voice and participation to identify and evaluate development of target language strategies and to assess impact on learner engagement and learning
  • Joint planning of learning for particular stages e.g. S1 learning planned and shared amongst colleagues, scripting of lesson to identify where and how language can be developed
  • Scaffolded frameworks of target language input (e.g. S1 to S3 target language use and development framework) shared across departments/faculties
  • Audio recording own lesson, listening back and noting areas where target language could be increased. This could also be undertaken as a sharing practice activity with colleagues
  • Regular sharing practice amongst colleagues (e.g. standing item on department meetings)
  • Collaborative working across groups of schools to share practice, observe lessons and learning
  • Developing opportunities which enable learners to engage in target language cultural activities (e.g. with cultural institutes and partners)

Target language is a key feature of languages learning and teaching and it is important, therefore, that this is considered in quality assurance processes such as those developed at school level (e.g. classroom observation), by local authorities and through national inspections.

Learner voice and target language

Learner voice is key in informing ongoing target language development and can help to:

  • Develop a shared sense of purpose around the uses of target language in language learning
  • Support practitioners in understanding learner engagement with increasing target language use
  • Identify which strategies may support learners in a more immersive language learning environment
  • Provide opportunities to reflect on to what extent increasing use of target language impacts on learner engagement and perceptions of learner progress in the language being learned

Possible approaches which support with developing learner voice in relation to target language use could include:

  • Learners demonstrating understanding as part of learning and teaching e.g. thumbs up/level/down, fist of five (showing a score out of five to indicate level of comprehension)
  • Learner self-assessment or feedback as part of reflections on learning e.g. traffic lights for level of understanding throughout lesson, commenting on own understanding, reflecting on and sharing strategies to support understanding etc.
  • Discussion with learners around purpose and methodology for increasing target language use e.g. engaging learners in an “experiment of increasing target language use, developing strategies jointly and reflecting on success and challenges following lesson

The use of target language is all about communication and dialogue with learners.  It is key therefore that they are engaged in the process to ensure success and a shared sense of purpose.

How are we doing?

  • Our learning approaches and environments are language-rich, with the majority of curricular learning taking place in the language being learned.
  • We structure and scaffold learning so that learners are continuously encouraged to both understand and use their language, building progression and increasing confidence over time.
  • We explore, develop, and share a range of strategies to continuously develop our own practice.

Record your practice

Now you have researched the methodology and best practice in Target Language: Secondary it's time to record how you are doing. Download the interactive/printable PDF file which you can fill in digitally (or manually if you prefer) for your records and CPD.

Download the Target Language: Secondary self-evaluation PDF (127 KB)

ACTFL Facilitate Target Language Use

Available at: https://www.actfl.org/resources/guiding-principles-language-learning/target-language

Association for Language Learning, CLIL Approaches

Available at: https://www.all-languages.org.uk/research-practice/clil-zone/

Crichton, H (2009) ‘Value added’ modern languages teaching in the classroom: an investigation into how teachers' use of classroom target language can aid pupils' communication skills, The Language Learning Journal

Available at: https://doi.org/10.1080/09571730902717562

Christie, C (2013) Speaking spontaneously in the modern foreign languages classroom: Tools for supporting successful target language conversation, The Language Learning Journal

Available at: https://doi.org/10.1080/09571736.2013.836751

Dickson, P (1996) Using the target language: A view from the classroom

Available at: https://www.nfer.ac.uk/using-the-target-language-a-view-from-the-classroom/

Little, D, Language Learner Autonomy: What, why and how?

Available at: https://ppli.ie/images/Language_Learner_Autonomy_WhatWhyHow.pdf

Open University, 2.1 The benefits of using target language in the classroom

Available at: https://www.open.edu/openlearn/education/teaching-secondary-modern-foreign-languages/content-section-2.1

Supporting documents

This document contains information about the background to the 1+2 approach and the approach itself.

Language Learning in Scotland A 1+2 Approach

This document contains updated guidance about L3 and the different ways that schools can implement the L3.

Language Learning in Scotland a 1+2 Approach - Guidance on L3 within the 1+2 policy Updated May 2019

This site contains a set of FAQ about the 1+2 approach.

SCILT A 1+2 Approach FAQ

Progression documents

Modern Languages Experiences and outcomes are a set of clear and concise statements about children's learning and progression in Modern Languages. They are used to help plan learning and to assess progress.

Curriculum for Excellence Modern Languages Experiences and Outcomes

Modern Languages Benchmarks provide clarity on the national standards expected within languages at each level. They set out clear lines of progression from first to fourth levels. Their purpose is to make clear what learners need to know and be able to do to progress through the levels, and to support consistency in teachers' and other practitioners' professional judgements.

Modern Languages Benchmarks

This suite of resources brings together all the national documentation practitioners need to plan for progressing language learning from First to second, second to third and third to fourth levels.

Modern Languages Progression Framework: First to Second Level

Professional Learning

GTCS approved qualification which can lead to Professional Recognition. The distance learning programme provides an opportunity for teachers to study a language at the same time as pedagogy for language teaching.

OU/SCILT Teachers Learning to Teach Languages (TELT)

The Languages Leadership Programme developed by Education Scotland and SCILT, supports local authorities by building capacity to achieve a sustainable model for leading language learning and teaching for all. Open to those who are interested in developing approaches to language learning and in implementing change in their own contexts, this might include: classroom teachers, principal teachers, heads of department, heads of faculty or languages lead practitioners.

Languages Leadership Programme

SCILT aims to provide high quality professional learning opportunities to support the teaching and learning of languages across all sectors and all parts of the country. They offer a range of formal courses, workshops, bitesize drop in sessions and additional sessions throughout the school year.

SCILT Professional Learning Opportunities

An introduction to some key concepts in the effective teaching and learning of languages. MOOC hosted by the University of Southampton and the British Council. Includes an introduction to developing CLIL approaches.

MOOC - Understanding Language: Learning and Teaching

MOOC hosted by University of Essex and University of Southampton which explores progression, approaches and practical ideas for primary language learning and teaching.

MOOC - Teaching Languages in Primary Schools: Putting Research into Practice

MOOC hosted by the British Council which aims to improve participant’s understanding of language assessment.

Language Assessment in the classroom

This is a free, open access course from the Open University which explores key issues surrounding languages learning and teaching in the secondary school.

Open University, Open Learn: Teaching Secondary Modern Foreign Languages

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