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Background and Research
30
T38
Meeting the Needs of Middle Grades Students in the Foreign
Language Classroom: A Call for Differentiated Instruction
Middle school instruction is essential to the success of a K
–
12
Spanish language program, but it has often been the biggest
stumbling block to full implementation. Middle school teacher
faces many challenges such as insufficient contact time in
language classes, designation as a “noncore” or exploratory
subject, and, perhaps most significantly, a diverse student
population.
The Different Skill Levels
Middle school Spanish students in the same classroom may
be beginners, may have studied the language in elementary
school, or may come from a home where Spanish is spoken.
They may be gifted or struggling. They are at various stages of
growth as they undergo many physical, emotional, intellectual,
and social changes. They live in the moment and are most
concerned about the opinions of their peers. It is the middle
school Spanish teacher’s responsibility to motivate these
students, to teache them communication skills, and to help
them understand and appreciate other cultures while meeting
their personal and developmental needs as young adolescents.
How Do We Differentiate Instruction?
Differentiated instruction describes the variety of ways in
which teachers respond to the needs and preferences of their
students. Carol Ann Tomlinson suggests that teachers can
differentiate in three areas: content, process, and product.
Let’s look at her model for the Spanish language classroom.
Content
Differentiating content can be accomplished by providing to
students with choices. Students must meet basic content
goals and objectives but they can accomplish them in different
ways. Students may be able to select the topic and relevant
vocabulary they wish to explore from a list of topics provided
by the teacher. They may be given a choice of readings that
address their interests and abilities. Teachers may also be able
to provide direct instruction to those students who need it while
allowing others to work independently.
Process
Process refers to the learning activities provided to students.
Again, choice is important to address student needs and
preferences. Middle school students often prefer to work
Dr. Frances S. Hoch
Raleigh, North Carolina
in groups. Teachers should employ various flexible grouping
strategies by sometimes mixing students of different abilities,
and at other times grouping students according to interests
or preferred learning styles. Students may be able to choose
activities based on opportunities provided by the teacher or
developed by the class.
Product
The product is the way in which students demonstrate
what they have learned. Products may be oral and written
tests, but they may also be graphic organizers, multimedia
presentations, homework assignments, or journals, which
students complete individually or in groups. All products should
be judged according to a rubric that is clear to students before
they begin. Student self-assessment is an evaluation tool.
Linguafolio
, a self-assessment system for foreign language
students developed by NCSSFL (the National Council of State
Supervisors for Languages), is one instrument that can assist
students in monitoring their own language development.
Middle school is an important bridge in K
–
12 foreign
language instruction which helps students progress toward
communicative competence. Differentiated instruction can
help these students experience success in the Spanish
classroom and encourage them to continue studying
the language in high school and beyond.
Bibliography
Blaz, Deborah.
Differentiated Instruction: A Guide for Foreign
Language Instruction
. Larchmont, NY: Eye on Education,
Inc., 2006.
Thiesen, Toni. “Differentiated Instruction in the Foreign
Language Classroom: Meeting the Diverse Needs of All
Learners.”
Communique LOTECED
(2002).
Tomlinson, Carol A.
The Differentiated Classroom: Responding
to the Needs of All Learners
. Alexandria, VA: ASCD, 1999.