Using the target language in the classroom as much as possible is good practice in language teaching for a variety of reasons. This is best done from the first lesson when beginning a new language and the teacher should try to create a classroom environment where this is expected.

Use of visuals and gesture
Understanding of the target language can be greatly facilitated by the use of visuals and gesture. At the simplest level, new vocabulary can be introduced by using flashcards or images on the whiteboard rather than resorting to English. This is obviously easier with nouns, although many verbs and adjectives can also be introduced with symbols, gestures and mime.

Signs for common classroom interactions
The language of the classroom, eg ‘can I borrow a pen please’, ‘can I open a window’, ‘I don’t understand’ can easily be displayed on the walls of the classroom using visuals. By insisting on the use of these sentences during normal classroom interaction and modelling their use, the teacher can create an atmosphere where pupils feel comfortable to speak in the target language and get used to it as the norm.

Ensuring target language use during pairwork activities
After full class input, it is often the case that teachers wish to move on to a pairwork activity where students may be practising a role play together. This is most effective if visuals or simple target language prompts are used as students will be less likely to resort to English. Circulation around the room by the teacher is vital during pairwork sessions to ensure that students can be corrected on mispronunciations and inaccuracies and also given praise and feedback on their performance.

Students can be helped to focus in pairwork sessions by using information gap activities where one student has to note down the oral responses made by his/her partner. This also improves listening skills. When preparing monologues, students can also work with a peer; one partner in the pair can have a checklist containing the points which the other partner wishes to cover. They can refer to this list as their partner is speaking, giving feedback to their peer on their performance.

Use of technology
Technology can encourage target language use in the classroom. Recording a podcast or narrating a PowerPoint presentation could motivate even the most reluctant speaker to produce an accurate piece in the target language with good pronunciation.

Teaching younger learners
Following the Language Leaders Award has been found to be an excellent means of improving target language use. Students working towards this award must prepare and deliver activities for younger language learners either lower down in the school or in Primary Schools. In a similar way, in an 11-18 school, A level language students could work with GCSE students to encourage use of the target language.   

Use of a Foreign Language Assistant
Where possible, foreign language assistants and other native speakers should work with KS4 classes to assist with oral work in class or with small groups. This not only improves target language use but also helps students to learn more about the culture of the target language country and to see the true value of communicating in the language. 

Further ideas on promoting and improving teacher and student use of the target language can be found on the resources page.

Content and Language Integrated Learning (CLIL)
In some schools foreign languages are used to deliver other subjects in the curriculum. For further information, case studies and videos visit the 14 to 19 section on Intensive and Immersion courses.