Classroom Commands and the Novelty Factor: What Happens When a Teacher Gives Commands in a Foreign Language?

Abstract

Giving effective classroom commands is basic to fostering a positive learning environment. This investigation explored the impact of adding a novelty factor to classroom commands by delivering commands in a foreign language. Foreign language commands (FLCs) are classroom directions given in a language other than the one generally used for learning and teaching. The purpose of this primary classroom-based case study was to examine the impact FLCs had on students’ response times and attitudes when learning about the culture associated with the language of the commands. Twenty-four Grade Three students in one class were exposed to FLCs for a period of five weeks. Data showing how many seconds it took for students to respond to verbal commands in both English and a foreign language were recorded over a variety of lessons. Surveys identified student attitudes towards FLCs. It was found that students responded faster to FLCs than similar English commands and demonstrated different response times to FLCs during different lessons. Variations were also noted in the attitudes of the children towards foreign language commands.