[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600924-105":59,"doc-detail-600924-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","staying-in-the-target-language-while-teaching-middle-school-and-high-school","Staying in the Target Language While Teaching Middle School and High School","","Advocates using the target language continuously in the classroom across all levels of language instruction, with specific guidance for middle school and high school teachers. Traces the author’s shift toward exclusive Spanish use after teaching high school students, then addresses objections to the approach. Provides suggested Day 1 topics for Level 1 and practical strategies to help students succeed in an all-target-language environment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/staying-in-the-target-language-while-teaching-middle-school-and-high-school/600924/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/staying-in-the-target-language-while-teaching-middle-school-and-high-school/600924.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article recommend staying in the target language in the classroom?","Question",{"text":112,"@type":113},"It argues that target-language interaction is pivotal for language learning, emphasizing that exclusive or near-exclusive target-language use during instructional time is beneficial.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the author’s teaching language practices change over time?",{"text":117,"@type":113},"The author initially used a mixed approach (varying percentages of Spanish and English), but later changed radically after learning from an experienced Spanish teacher who taught entirely in Spanish.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article suggest for teaching on Day 1 of Level 1?",{"text":121,"@type":113},"It presents topics to cover when teaching Day 1 of Level 1 within the all-target-language approach, supporting teachers in implementing the method from the beginning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600924,1792295249,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","10  \nStaying in the Target Language While Teaching Middle School and High School  \nWilliam Worden  \nUniversity of Alabama  \nAbstract  \nThis article advocates the use of the target language at all times in the classroom at all levels of language instruction. While addressed specifically to middle school and high school teachers, the article suggests an approach to language instruction that can be implemented for students of all ages. After recounting how the author’s experience teaching high school students convinced him to teach exclusively in Spanish, the article then addresses possible objections to the instructional method, presents topics to cover when teaching Day 1 of Level 1 of a language, and discusses ways to help students thrive in an all-target-language classroom.  \nIntroduction  \nLevine begins his 2003 article examining student and instructor attitudes toward the use of the target language in the classroom in the following way:  \nThere are likely few foreign language (FL) instructors who have not developed an individualized approach to classroom target language (TL) and first language (L1) use. This approach can be influenced by pedagogical training, knowledge of the second language acquisition (SLA) literature, official policy, and classroom experience, yet often it appears to be based primarily on classroom experience and intuitions about what feels right (p. 343) .  \nIndeed, there is no consensus among SLA experts and FL teachers concerning how much teaching should be done in the TL and how much L1 is appropriate to include during instruction. Clearly, we have moved well beyond the days when FLs were routinely taught in English using the grammar-translation method. Just about every FL teacher would agree with regard to instruction in the TL that “more is better.” Yet exactly how much TL should be used in the classroom remains a subject of debate.1 In its Position Statement on Use of the Target Language in the Classroom, ACTFL states:  \nThe pivotal role of target-language interaction in language learning is emphasized in the K-16 Standards for Foreign Language Learning in the 21st Century. ACTFL therefore recommends that language educators and their students use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom (p. 1) .  \n136 Dimension 2013  \nThough it provides some useful guidance, ACTFL’s recommendation that teachers and students “use the target language as exclusively as possible” is most certainly interpreted in different ways by different FL teachers. For some, 90% TL use serves as a sort of standard to aspire to, even though it may seem to be an unreachable goal. Other teachers undoubtedly focus on the “plus” of the recommended“90 plus” TL use, and consequently choose to teach their classes entirely or almost entirely in the TL. In the pages that follow I will discuss how my own approach to TL use in the classroom evolved over time and offer some thoughts on ways to teach entirely in the TL at any level of instruction.  \nHow Much Target Language Should I Use?  \nI began teaching high school Spanish in the early nineties and, like many middle school and high school language teachers, used both English and the TL (Spanish, in my case) when teaching. My first year I taught Spanish One using half Spanish and half English; in my Spanish Three class I spoke roughly 70% Spanish and 30% English. My second year teaching I decided that I would use even more Spanish, and consequently taught Spanish One using 60% Spanish and 40% English, and Spanish Three using 80% Spanish and 20% English. My basic approach for those two years was to begin each class in Spanish, do much of the instruction in Spanish, and resort to English at certain specific times such as when students did not seem to be understanding the lesson, when I needed to explain a difficult grammar point, or when I was discussing logistics related to upcoming","cbCaiiYCF2GWtbZY","https://ap.wps.com/l/cbCaiiYCF2GWtbZY","pdf",155203,12,"English","# Introduction\n## Target-language interaction and policy\n## How much target language to use\n# Classroom implementation strategies\n## Initial Spanish/English balance\n## Transition to 100% target language","[{\"question\":\"Why does the article recommend staying in the target language in the classroom?\",\"answer\":\"It argues that target-language interaction is pivotal for language learning, emphasizing that exclusive or near-exclusive target-language use during instructional time is beneficial.\"},{\"question\":\"How did the author’s teaching language practices change over time?\",\"answer\":\"The author initially used a mixed approach (varying percentages of Spanish and English), but later changed radically after learning from an experienced Spanish teacher who taught entirely in Spanish.\"},{\"question\":\"What does the article suggest for teaching on Day 1 of Level 1?\",\"answer\":\"It presents topics to cover when teaching Day 1 of Level 1 within the all-target-language approach, supporting teachers in implementing the method from the beginning.\"}]","Staying in the Target Language While Teaching Middle School and High School | PDF",1792091645]