What Should I Look for in an Effective Foreign Language Classroom in the
Norwood Public Schools?
Best Practice
There are strong classroom
routines in place that
facilitate the lesson
momentum.
Positive Indicator(s)
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90% of the lesson is in the
target language.
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The lesson is standards
based and well-structured.
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The lesson is studentcentered.
The lesson contains
frequent checks for
understanding.
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Language tasks incorporate
cultural practices, products
and/or perspectives.
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Negative Indicator(s)
Posted agenda that is clear to
students
Clear objective in kid-friendly
language
Clear beginning/Clear ending
Known procedures for asking,
answering questions/ signingin, signing out of classroom /
distributing, collecting materials
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Teacher uses the language
almost exclusively
Students are encouraged to use
the target language
Provide multiple opportunities
for students to use TL
Variety of strategies to make
language comprehensible
(gestures, visuals,
manipulatives, technology)
Avoids use of translation
The parts of the lesson connect
with each other and build
towards increased ability to
express meaning on a given
topic/theme
Learning experiences address
different communicative modes
aligned with curricular, unit and
lesson objectives (interpretive,
interpersonal, presentational:
listening, reading, writing,
speaking)
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Using target language to
complete communicative tasks
Learning centers
Independent work groups
Activities vary in length
Variety of strategies used
Physical movement
Cognitively engaging tasks
Variety of checking for
understanding strategies are
used at several points in the
lesson
Adjustment to practice
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Realia
Authentic sources for readings,
listenings,
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No agenda, posted
objective
students arrive
late/unsettled/off task
students shout out
students wandering
around room
no wrap up
Weaving in/out of target
language (teacher)
Learn about language
rather than to use
language
Few opportunities for
students to speak in TL
Presenting new
vocabulary in word
prepared word lists
No objective shared with
students
Activities are strung
together rather than
being based on student
learning needs or
standards
Activities do not help
students achieve
standards, but are more
likely entertaining or a
way to keep students
busy or controlled
Direct instruction,
grammar driven
Overuse of worksheets/
workbooks
Lecture
Watching film for entire
class
goal is to cover material
teacher steamrolls to get
to the end
no adjustment to practice
related to student
learning
Watching American films
dubbed in TL
NPS Foreign Language Department-June, 2014
What Should I Look for in an Effective Foreign Language Classroom in the
Norwood Public Schools?
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Language tasks engage
students in communication
for real-world interaction.
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Technology is used to
facilitate good teaching
and learning not for the
sake of technology.
Literacy strategies are
embedded in the lesson.
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Using web sites from TL
countries
Viewing films/film clips from
TL country
Authentic materials/realia
pair and/or group activities that
engage students in
communication for real‐world
interaction
grammar and vocabulary
practice are done in
contextualized situations
performance based
used to publish and share work
utilize and access authentic
materials for student use
used for differentiation
building on prior knowledge
use of pre/during/post/reading/writing strategies
vocabulary building:
recognizing cognates,
synonyms, antonyms
KTL strategies (summarization,
student generated questions)
Higher order thinking, problem
solving
Materials and questions that
require students to make
inferences
Use of graphic organizers
Opportunities for turn and
talks/quick writes/ think, pair,
share
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rote grammar tasks with
no communicative
application
writing /speaking is
decontextualized and
students are limited to
responding to individual
questions that may/may
not be related
used to keep students
busy
teacher use not student
use
is used for flash without
serving a particular
purpose
Teacher centered
Question techniques lead
to single answer
Student products are
focused on lower levels
of Bloom’s
Reading/writing/listening
and speaking activities are
presented with no
pre/during/post
strategies
Students complete
graphic organizers but do
not use them to improve
final product
Little to no studentstudent interaction
NPS Foreign Language Department-June, 2014