My previous blog was about working memory, and how to identify and support students who may be struggling because of working memory deficits.
In contrast, this post is about high-achieving students. It may be that this is a school or departmental issue or priority for you. The text here is taken from the new edition of my book Becoming an Outstanding Languages Teacher (Smith, 2023). (Yes, 2023. Although the book is already out, its official publication year is apparently 2023.) I taught for well over 30 years in schools with, on the whole, quite high-aptitude pupils, so the text here is based partly on my own experience. I wonder if it squares with your own feelings.
Here is the section from the book. Apologies for the errors in formatting, which happen in Blogger when you copy in a text in Word.
Stretch and challenge
So-called gifted and talented students have a special need of their own, you can argue. I spent my career teaching students of above average aptitude in three schools in England, so I’ll put forward some thoughts on how to get the best out of the most talented students. Part of being a highly effective teacher is the ability to motivate those often conscientious, high-aptitude students. What I learned comes from my own practice and from watching other teachers at work. Of course, some of the strategies below will apply to all students.
Identifying the high aptitude linguists
Researchers have studied aptitude for language learning for many years. It’s a complex notion and tests have been devised over the years measure it, the most famous one by John Carroll, called the Modern Language Aptitude Test. The key elements Carroll identified are listed below.
• Phonemic coding ability (being able to distinguish TL sounds and to encode them so that they can be recalled).
• Grammatical sensitivity (being able to recognise the functions of words in sentences).
• Inductive language learning ability (being able to deduce and extrapolate rules about a language from language samples).
• Associative memory (being able to form associations in memory).
From a less scientific perspective, according to an old document produced by the QCDA (Qualifications and Curriculum Development Agency, now Ofqual), gifted and talented language learners:
• have a strong desire to put language together by themselves;
• show creativity and imagination when using language;
• have a natural feel for languages;
• pick up new language and structures quickly;
• make connections and classify words and structures to help them learn more efficiently;
• seek solutions and ask further questions;
• have an insight into their own learning style (sic) and preference;
• show an intense interest in the cultural features of the language being studied.
With these characteristics in mind, I found the strategies below work effectively with high achievers.
1. Use plenty of comprehensible TL in a structured, carefully selected fashion, resorting to English only for grammar explanation, behaviour issues, translation, some cultural input and some explaining of activities. Higher-aptitude learners cope better dealing with large amounts of TL.
2. Do a lot of teacher-led work, especially with near-beginners, maximising high quality input at just the right pace.
4. Make sure the most brilliant are challenged through special attention, letting them give examples and giving them oral and written tasks which allow them to stretch themselves, e.g. extended oral answers and lots of creative composition work.
5. Have extra activities available for the fastest workers. Don’t give ‘time off’ as a reward for working quickly.
6. Offer more opportunities for creative, less structured work.
7. Be critical of mediocre work when you know it could have been better. High-achievers almost invariably show off what they can do next time. Correct written work less selectively.
8. Challenge their memories with tests and short-term memory tasks such as oral gap-fill based on a text you’ve been working on.
9. Let them know you’re smart; they value clever teachers. They may want to show how good they can be too.
10. Don't be afraid to do lots of practice examples, e.g. grammar drills, but vary the challenge and give the hardest examples to the best students.
11. Use no hands up from time to time keeping all students on their toes, but not all the time as you need to let the best show off a bit.
12. Don't play too many games or plan gimmicky lessons or the students will think they’re wasting their time.
13. Do plenty of structured pair work as students will use the time well and gain confidence orally.
14. Do some grammar-translation work. They’re good at it and enjoy solving puzzles; not too much, though, as it will limit TL input and communication.
15. Use more subtle humour; they get it.
16. Strongly encourage them to do a study trip or, better, an exchange. This will give a huge boost to progress and motivation. High aptitude students often thrive best on exchanges.
17. Occasionally tell them how good they are to boost self-esteem and produce even better work. Not all able children have high self-esteem. Some get particularly agitated before and during speaking tests.
18. Don’t be a slave to the course you’re following. Choose activities you know will stimulate. Use those cognitive empathy skills we described in Chapter 1.
19. Use the assessment and examination regime. High-performing students tend to be very motivated by examination success and grades.
20. Talk about grammar, linguistics and language acquisition.
Challenging high-performing students
From day to day, you can challenge the strongest students by asking them the right questions, setting open-ended tasks which allow them to shine, engaging in one-to-one conversation and sometimes pairing them with other fast learners. In England many schools group students by prior attainment in order that the fastest students can work together on language appropriate to their level.
You could also consider a menu of special challenges. These might take the form of projects based on intercultural understanding, with rewards for the best outcomes.
Here are some examples of challenges for intermediate students which teacher Chris Lowe offered (slightly adapted):
1. Why is the Eiffel Tower a cultural icon?
2. Is there a reason why romance is so often associated with Paris?
3. To what extent are French stereotypes true?
4. Why is France considered a home of culinary excellence?
5. Create a profile of a Francophone country.
By the way, these tasks need not be limited to a chosen few - all students can try them.
Further ideas you might consider for high-attaining students:
• Doing a recorded interview with a native speaker, e.g. a language assistant, teacher or someone in the local community.
• Writing a weekly diary over a term, on paper or via a blog.
• Writing a diary of an exchange visit abroad.
• Writing or recording a portrait of someone admired, e.g. from sport, music, film, TV, history.
• Writing or recording a review of a TL film.
• Reading and review of a cartoon book.
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