UNINTERLINGUA 2015

U N I N T E R L I N G U A 82 The method could seem too easy but knowing the exact time when to do the next step is a little conflictive. However, after tr- ying it many times, the teachers could feel more confident when using it. Conclusion To conclude, it becomes a challen- ge to make the students use their learning language in class and finally finish a course with students who use the English langua- ge and become an English speaker. But the problem comes out, if the teachers do not know the basic elements of how the conver- sation takes place, what to observe when teaching it, or even the basic competences they should have. The teachers should be able to use all of the available resources, but the experience has showed that the stu- dents decide if they want to use them. That might be the reason why Humboldt (as cited in Corder, 1967) says: “we cannot really teach language, we can only create conditions in which it will develop spontaneously in the mind its own way …we may learn to adapt ourselves to his needs rather than impose upon him our precon- ceptions of how he ought to learn, what he ought to learn and when he ought to learn it” Our labor is to continue the search of new ways to avoid repeating the same sad story in the language class. Have students, who do not speak the language, despite all the years taking the class, and keeping the voi- ce of people that learning a language is ei- ther difficult or boring. le the students jump the barriers of time, the teacher becomes a moving dictionary and making corrections should not be relevant. However, controlling the students’ vocabu- lary increment, a list should be kept during the activity. Pronunciation practice at the end could be helpful. o Play pizza- the last helping acti- vity. Jumping from 10 or 15 minutes to the whole class using the language is difficult; a little help would be great. Draw a circle on the board and make divisions on it like cu- tting out a pizza. Force the students to use only English by writing their name on one of the slides every time they use a langua- ge different to English. Write their names as many times as they speak their mother ton- gue. Make a list of all the students who use their language during the school period and organize a pizza party where the students pay the number of slides according to the number their names were registered. The teacher might be also registered and/or co- llaborate with the group. Jaime Torres