Getting high school students to participate in speaking activities in Spanish can be challenging. But scaffolding speaking for Spanish class can make all the difference! Use these strategies to build confidence first and then proficiency!
1. Use Sentence Starters
One of the most basic ways to empower students to believe that they CAN speak Spanish is to show them how to begin. This technique for scaffolding speaking for Spanish class is imperative for beginning students, but some intermediate students really benefit from this strategy as well. I recommend starting to give students open-ended prompts as soon as possible so they can begin to move beyond the memorized phrases of Novice-Mid. For example, if you have this turn-and-talk prompt:
Put a few sentence starters like this on the board to scaffold speaking in Spanish:
-Todas las noches,
-Cuando caminas dormido….
-hablar, cantar, comer, buscar, mirar
This technique for scaffolding speaking for Spanish class will ensure that all students can participate!
2. Provide a Vocab List
Another technique for scaffolding speaking in Spanish is providing vocabulary. Some teachers buy or create what are called “chat mats”, where all kinds of related vocab and expressions can be found on one paper that is formatted to look like a placemat.
My speaking tasks are often related to a theme or a season. For example, if we are practicing how to form questions, my turn and talk might say, “Ask your partner 4 questions about their siblings.” And then I provide them with a list of question words.
I used to worry that having the list of question words would be too big of a crutch. But I notice that the students who didn’t know the question words use the sheet and participate in the activity. (They probably wouldn’t have tried without that list!) The students that know the words hold the laminated list of questions words but I can see that they are not using it! Their eyes go upwards to indicate thinking as they create with language.
My point is…. you don’t need an intricate scaffold in this case. A simple vocab list is a safety net for students who need support and a security blanket for those that really don’t! *Bonus hint: We had a bit of extra money in our department budget, and I asked for a small laminating machine. I am laminating all of my vocab sheets by theme, so I don’t need to print and copy them out over and over! Next year I’ll be ready too!
3. Modeling for Scaffolding Speaking in Spanish
Another helpful technique for students to build their confidence is to provide a model. I use 2 ways to provide models. Sometimes I ask a student to set a timer and I model an answer to an open-ended prompt. I make it comprehensible, creative and outlandish! My students are delighted that they understand me and entertained by my whacky story! It gets their creating juices flowing!
Other times, I model with a student or ask 2 student volunteers. Every class has the few super outgoing students who always want to participate. I use their love of being the center of attention to everyone’s advantage. Even if they make a mistake, these are the students that don’t mind being shown how to improve! And the bonus here is that you can quietly thank them for being so helpful to you and their classmates later on, which builds trust and a positive relationship!
4. Scaffolding Speaking for Spanish Should Include Interpersonal Speaking
Up to and including Intermediate-Low learners, a lot of my speaking activities are presentational tasks, like turn-and-talk where one person is telling a story based on an open-ended prompt. But as students become more advanced, we can increase the complexity of the tasks with more frequency by asking them to have a conversation!
I struggled for years trying to find a way to help students keep the conversation going. Finally, I developed what I call “Guided Conversations”. As you can see in the image below, an outline of the conversation is provided. I set the scene. And then I provide an outline for Person A and Person B. The guide tells them general things like “Ask a follow-up question” or “Answer the question with 2 details”. Students still must listen and understand each other and use language creatively, but scaffolding speaking for Spanish by providing this guide allows them to keep a good flow of conversation! You can read more about Guided Conversations HERE!
5. Provide a Challenge Opportunity
When we differentiate, there is a core skill we want all of our student to be able to do. But we don’t always need to scaffold DOWN. We can differentiate and scaffold UP!
For those students who are heritage or native speakers, or who really like to push themselves and excel, provide an extra bonus to each speaking activity. What a simple way for scaffolding speaking for Spanish class activities! These challenges require no extra work for the teacher except a few key strokes. Here are some simple ideas for how you can level up an activity for students who are ready:
-add 2 more details to your story before the buzzer
-change who you are talking about from yo to ellos
-add 2 comparison sentences to tell what you used to do compared to what you do now
-add a sequencing word to each part of your story
The list is easy to expand!
Resources
Spanish Partner Conversations Bundle for Interpersonal Speaking
Spanish Clothing and Shopping Activities for Speaking, Listening and Writing
Spanish Scenario Task Cards Bundle of 17 Themes for Speaking & Writing
Other Posts You May Like
How To Get Students Comfortable Speaking Spanish in Class
