This is a nightmare for any language teacher, and probably all teachers have already faced such a situation. So what can cause it and what be done in order to change this scenario?
First, don’t let it discourage you or affect you on a personal level. Take a step back and try to put yourself in your student’s shoes.
If a student doesn’t see the relevance of doing something, they won’t do it. Get to know them and their goals, and find out in what ways English will help them achieve their goals. E.g. a student who wants to study abroad will definitely need English in order to submit an application; a student who likes playing video games will have much more access to different platforms and be able to communicate with players all over the world, a student who likes reading will be able to read many books on their original language and have access to a bigger variety, a student who is hooked on social media will expand their circle of influence, and so on. Don’t stick to the default “You’ll need it to find a good job in the future”, as it sounds obvious and patronizing.
Many teenagers don’t want to speak because they are self-conscious, and that’s why it’s so important to create a safe and supporting environment in the classroom, where they know they won’t be mocked when making a mistake. Always remind them that they are learning together and mistakes are part of the learning process.
Sometimes the students just don’t know how to deal with it! Many come from a traditional approach of teaching where students are expected to be passive, just listening to the teacher, so they just got used to it and believe that’s what is expected of them. Explain that learning a language (and other subjects, for that matter) is much more effective when they are actively responsible for their progress.
Be a model for your students. If you speak their mother tongue with them after the bell rings or when you see them in the school corridors, you are giving them the wrong message. Be consistent. ]
Acknowledge their attempts. Don’t over-correct them, remember that communication should come first, and then accuracy. Praise them when you see their effort and struggle, and show them you truly believe in their potential.
Encourage discussions and debates. If you see students are engaged, think twice before ending a speaking activity just ‘because of the schedule’. Remember what your main goal for the lesson is, and use it as a guide for your decisions.
Do not tell them off. Sentences like “In English, pleeeease” will most likely annoy students instead of motivate them. Help them build the sentence they want to say, instead.
Karen Tiemy Ohara 