Assignment #6: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 6 – Nonliguistic Representations.
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As a teacher of a foreign language I LOVE non-linguistic representations and I use them frequently, if not daily, in my lessons. I could give you many, many examples, but I will settle for just one, because it always makes me giggle as I see students actually doing it when they are taking their tests. I have students come back to me years later and tell me that this particular non-linguistic activity is still with them. Proof that it works. In Spanish there are eight irregular positive informal commands. They are for the verbs, to come, to have, to do/make, to be, to put, to leave, to say/tell and to go. They are, ven, ten, haz, sé, pon sal di, ve. So I have students stand up and as we say the eight commands we do the following things with our arms. With ven (come) we make a motion as if indicating that we want someone to come over to us. With ten (have), even though this doesn't have anything to do with having, students hold up ten fingers-ten-. For haz(do/make) student point, indicating telling someone to do something). With sé (be) they point to themselves (being). For the next two, pon (put) and sal (leave)- sal also means salt-they make a motion like shaking a salt shaker as if putting salt on something. For the last two di(tell) and ve(see) --di and ve together make the English word dive --so students make the motion of diving. Initially I was worried that since some of the motions don't actually have to do with what the commands mean that students might learn them incorrectly, but I thought I'd give it a try since they had struggled with them so much before I did this. Well, WHAT A SUCCESS. I hardly ever have students who don't learn their irregular positive informal commands now. We do that little "dance" over and over, getting faster and faster as we go until we have the "last person standing", having made no mistakes. We all end up laughing, but best of all, the students learn their commands. It's really great.
I am a huge fan of non-linguistic representations. I don't think that I learned anything new in this chapter. The chapter simply strengthened what I already strongly believe in and actively use in my teaching. If you need more examples, I would be happy to provide them.
Hi Robin - I loved your example of how you use nonlinguistic representations with your students...although you definitely speak another language...and it's not Spanish (? irregular positive informal commands ?) Just kidding :) What a great way to actively engage your students in their learning! I'm sure that you consistently weave this strategy into your instruction....just as we do in our building for our ELL learners as well as the rest of our students! Thanks again for sharing your great thinking!
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