Innovation in Language Learning

How can second-language teachers determine which types of materials and strategies to use for planning grammar instruction? What types of activities are appropriate for oral and written practice? Some scholars have suggested that integrating reality based-content and communicative practice with grammar instruction can be beneficial for students (Katz and Blyth, 2008). From this perspective, relevant contextual information can play an important role in facilitating students’ progress toward more precise, grammatically correct language use (Larsen-Freeman, 2003). It is possible, for example, to align unit themes in a course with grammar instruction and activities that require students to use language creatively (Crovitz and Devereaux, 2020). “Teacher talk” involving interactive exchanges with students can also be an effective way of incorporating grammar into the classroom, as a “pre-writing activity” (Houpt, 1984). There is no doubt that the increasing availability of online authentic materials and the use of language activities designed to include contextualized grammar practice, sentence builders and immediate error feedback can also provide students with meaningful contexts for learning grammar as they develop their oral and written proficiency (Kessler, 2018). In this paper, we will first examine several hybrid techniques for introducing and practicing grammar structures in intermediate French second language courses with an emphasis on oral and written communication. A focus on practical in-class activities followed by short videos and online self-correction quizzes will show that students can learn, practice and review grammar concepts in context. We will then look at effective ways of combining explicit and implicit grammar instruction through the independent use of online grammar rubrics and interactive exercises aimed at preparing students for in-class work. Concluding remarks will highlight the crucial link between the proposed hybrid techniques for teaching grammar and the framework created by Universal Design for Learning aiming to make learning inclusive and accessible for everyone.