Leading Improvement: Spontaneous Speech in MFL Lessons A Practical CPD Course for Heads of Languages to deliver
- Gaelle Launay-Hughes
- Sep 30
- 4 min read
A CPD course I designed for my own team—but never got to deliver.
As Head of Languages, I created this course to support my team in developing confident, spontaneous oral communication in the MFL classroom. It was carefully planned, rooted in research, and full of practical strategies we could use straight away. I believed in its potential to make a real impact—not just on teaching, but on how students experience and enjoy language learning.
But due to 'circumstances beyond my control', I never got the chance to deliver it. That’s something I’ve carried with me. Not because the slides went unused, but because I know how valuable this work could have been for the brilliant colleagues I was lucky to lead.
So I’m sharing it now. Not as a finished product, but as a resource that might still spark ideas, support training, and help others drive improvement in their own departments.
Importance of Spontaneous Speech in MFL Education
In today's Modern Foreign Languages education landscape, encouraging spontaneous speech is more important than ever. As a Head of MFL, my vision has always been to create a course that equips language teachers with essential tools and strategies to enhance oral communication skills in the classroom.
Course Objectives and Insights
Although I have not yet delivered this course, I know it holds significant value for my colleagues. This blog post will share the course's main objectives, offering insights and actionable strategies that can be implemented right
away.
Understanding Oral Communication
First, let's discuss what we mean by oral communication. This goes beyond expressing thoughts and feelings verbally. In MFL lessons, it means speaking the language spontaneously and confidently without overthinking.
Understanding this aspect is crucial for educators. Research shows that prioritising fluency over accuracy in early language learning promotes engagement.
Insights from Research and Principles
Our second aim is to examine the research and principles that underpin effective oral communication in language learning. A wide body of studies highlights the central role of interaction—not just as a vehicle for language use, but as a catalyst for confidence, fluency, and authentic expression. In preparing this course, I explored a range of examples that illustrate how interaction can be nurtured in the classroom, drawing on both academic insights and practical strategies that have proven effective across different contexts.
By incorporating these principles into our teaching, we can create more engaging and dynamic lessons. When students feel comfortable speaking, they’re more likely to take risks, express themselves, and build fluency over time. As their confidence grows, so does their ability to communicate spontaneously—turning speaking from a source of anxiety into a genuine strength.
Identifying Barriers to Spontaneity
Despite the best intentions, spontaneous speech doesn’t always come easily. Anxiety, limited vocabulary, and fear of making mistakes can all hold students back. That’s why our third goal is to identify these barriers and explore practical ways to overcome them.
One powerful approach is to create a classroom environment where mistakes are genuinely welcomed as part of the learning process. When students feel safe to speak without fear of judgement, they’re far more likely to take risks and engage. Encouraging peer feedback also helps build trust and normalises the act of speaking in front of others.
Simple strategies—like providing vocabulary scaffolds during speaking tasks—can make a big difference. When students have the language tools they need, they’re better equipped to express themselves and participate more freely in discussions.
Practical Applications for Immediate Use
The fourth aim is to provide actionable strategies educators can implement in their lessons without delay. Here are some suggestions, but you will find plenty more in the course:
Role-Playing Activities: Encourage students to engage in scenarios, such as ordering food or navigating a city, using the target language on the spot.
Speed Dating Conversations: Organise quick, timed dialogues on various subjects to promote rapid thinking and spontaneous responses.
Additionally, consider these two activities:
Storytelling Circles: Have students collaboratively develop a story. Each student contributes a sentence, promoting creativity and quick thinking.
Language Games: Use engaging games, like charades or Pictionary, to facilitate verbal communication in an enjoyable way.
Integrating these activities can create a classroom atmosphere that encourages spontaneous speech and boosts student confidence.
Planning for Success
Lastly, we aim to assist educators in strategically planning for these implementations. It's important to assess your students' specific needs and tailor your approach to your teaching environment.
Start by evaluating your current curriculum. Identify sections where spontaneous speech could be enhanced. Collaborate with colleagues to share ideas and resources, fostering a supportive learning culture. Consider setting measurable goals for your students’ oral communication skills. Regular assessments of their progress can provide valuable feedback for adjusting your teaching methods.
Moving Forward
Encouraging spontaneous speech in MFL lessons is crucial for effective language education. By defining oral communication, examining research, identifying barriers, and offering practical strategies, we can create a more dynamic learning environment for our students.
As Heads of Languages, we have a unique opportunity to bring about improvements in our departments. I hope this course outline serves as a helpful resource for you and your team, inspiring you to promote spontaneous speech in your classrooms.
Together, let’s unlock our students’ potential and help them become confident, spontaneous speakers of the languages they are studying.
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