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Language monitor
A new topic area will quickly generate the need to acquire
new language in the form of vocabulary, structures, and
pronunciation. It is a good idea to have ready a way of coping
with this demand.
If students can feel that they have the time and opportunity
to master the use of language that either you or they have
identified as being necessary for a certain stage in a project,
this will go a long way to increasing their confidence and
language competence.
One way to do this is to produce a language monitor
which focuses on vocabulary and structures that have been
identified as being useful.
This allows other students to read it and absorb the word
or phrase, the meaning, pronunciation, associated words or
collocations, and how to use it in a sentence. They can also
add their own cards. The vocabulary monitor remains on the
noticeboard throughout the project, constantly available for
reinforcement and consolidation. It can also be used as a
source of vocabulary games.
In addition to this or as an alternative, if you have
suitable computer facilities available, electronic lists could be
created. Students can add to the lists in the same way as the
noticeboard. The updated list can be printed out at regular
intervals and put on the noticeboard and handouts given to
the students.
(Diana L. Fried-Booth. Project Work. Adaptado)
Considering the concept of the “Language Monitor,” an
English as a Foreign Language teacher best integrates
this tool to foster learner autonomy and confidence in a
project-based learning environment by
