How to Teach Novels in Spanish and French to Improve Proficiency

I was a failure. How could I teach novels in Spanish and French? My high school students were running to their counselors begging to drop my class. The brave ones spoke up, tears of defeat and discouragement in their eyes: Señora Torre, I didn’t understand anything! The book’s too hard!

Or the kiss of death: This is boring!

Screech! Time to change my strategy. I must teach novels in Spanish and French because they are a wonderful source of comprehensible input, and an integral part of second language learning. My goal was to get students fired up about reading and, as a result, to improve their comprehension and overall proficiency. To do that, I needed to boost their confidence and provide them with the tools they needed to understand the texts. Through trial and error, I devised a plan that did just that.

How to Teach Novels in Spanish and French for Proficiency

In this blog post, I will share how I teach the reading of novels to my Spanish and French students, how I got them from, “This is too hard,” to confidently answering questions in the target language, writing cohesive summaries, and joyfully diving into the stories and characters. It made my teacher heart swell with pride to see how invested they were in the outcomes and plots.

Ten Steps to Teaching Novels in World Language

1. CHOOSE THE APPROPRIATE SPANISH OR FRENCH NOVEL.

Once students can comprehend short stories, they are ready for French or Spanish novels and that’s when I start looking for the best books to meet their needs. I choose books that are not only compelling, but match the language learners’ proficiency levels. Comprehensible input must be both interesting and accessible for language acquisition to occur. If it’s not interesting, you’ve lost the students already. If the vocabulary or grammar is too advanced, it will not be comprehensible.

Speaking of compelling: How about children’s books? I’ve found that some teachers shy away from using them in their high school French and Spanish lessons. But my students love them; the plotlines are compelling and the simple words are understandable. For example, one of the books on my list of student and teacher-recomended books is Brandon Brown quiere un perro.

I have assigned popular books in the past that were not only boring to the students, but snore-inducing for me. In the lower levels, finding novels that captivate students is challenging because it’s extremely difficult to write anything of interest when students have such a dearth of vocabulary. But many authors have managed it and I have a list of teacher-recommended books for all levels. You can find the list of the best Spanish books and some great books in French in the following blog post: TOP KID-TESTED POPULAR BOOKS FOR SPANISH AND FRENCH

2. EQUIP THE STUDENTS IN ADVANCE: PROVIDE VOCABULARY

The main reason students don’t understand the written and audio texts is because they lack the vocabulary, and very few have the persistence or desire to look up every other word. This kills reader enjoyment for anyone.

Turning vocabulary study into a fun game increases student buy-in and confidence. When my French and Spanish learners begin la lectura / la lecture, they read fluidly, without intimidation, and enjoy the experience. How do I do that?

First, I create a list of vocabulary words I think students will struggle with and then I add definitions in Spanish or French along with the English equivalent. For AP Spanish, I include synonyms and example sentences so students see how the word is used. Why do I do this? When I learn a new word in English, I do not retain it unless I see or hear it in context, so I make good use of the Dictionary app on my phone, which gives the definition, synonyms, and examples. Seeing the word in context makes it stick. For me and for everyone else.

3. HOW TO TEACH NOVELS IN SPANISH AND FRENCH: PRETEACH THE VOCABULARY

After handing out the vocabulary lists, the students and I act out the words. Students mimic me or come up with their own gestures when I can’t think of one to convey the meaning. We practice as a class until we’ve covered one to twenty words.

Since ten minutes of all-class practice can get tedious and cause students to disconnect, I put them into pairs. They take turns: one student says the word in context and the other acts it out. Then, they switch roles.

4. PLAY VOCABULARY GAMES

One way to make vocabulary learning fun is through games. Students love the Vocabulary Board Game because they collaborate with their peers, and I love it because students get out of their seats. And sometimes it’s just plain hilarious, albeit a little loud when students shout hints at each other. Engaging multiple senses enhances learning.

For detailed instructions on how to play the vocabulary board game, click on the following link: 7 Spanish and French Games that Guarantee 100% Student Engagement See #7

METHODS FOR READING A NOVEL IN CLASS

5. PRE-READING ACTIVITIES

Pre-reading activities serve two purposes:

They pique students’ interest in the topic, making them eager to read.
They use the same vocabulary students will be exposed to in the novel. The more repetition, the more students are likely to understand what they are reading and use the new words in their own speech and writing.

Before assigning the reading of a book, I identify its theme or topic, and then craft questions that personalize the content for my students. These steps ensure they are more likely to understand and engage with the reading material.

For example, before students read, “Cajas de cartón,” I ask questions about immigration. “How would you feel if you were in a different country and you didn’t speak the language or didn’t have enough money to feed yourselves? Would you risk entering another country illegally to feed your family? Do you know any immigrants?” These are difficult questions that cannot be answered on the spot, so students work in pairs to come up with responses. Then I ask for volunteers.

6. GIVE STUDENTS TRAINING WHEELS

Now that they are equipped with the vocabulary, and they had fun learning it, it’s time to send them home with the novel, right?

Noooo!

They are not ready, and they will balk.

Students still need some handholding. They need you to show them they can do it.

I read the first few chapters of a novel with my students, sheltering the language as I go.

Why is it important to read to the students? Because the inflection in your voice and the pauses between word phrases help them understand the text.

After reading a few paragraphs, I stop and say, “What words or lines did you not understand?” Then I reread the section more slowly, acting out parts. If they still don’t understand, I write the word on the board in Spanish or French and in English. (It’s important to note that all questions are in the target language as I conduct my classes in the TL.)

On the block schedule, I don’t have time to read more than three chapters. If you are on a traditional schedule, you may wish to read five or six with them before pushing them out of the nest.

7. GIVE STUDENTS A CHOICE

In advanced classes, I hand out two novels, one short one, and one longer one. I tell students to peruse the books and choose the one they wish to read. Students automatically choose the novel that is closer to their reading and/or interest level. Advanced learners and heritage speakers choose the thicker volume while students with emerging language skills tackle the easier reader. By providing a choice, I don’t embarrass anyone by saying, “Um… I think you might like this easier book better.”

8. ASSIGN READING TASKS.

I assign a number of chapters and a reading task for homework. The assignments vary. Students do any of the following exercises:

Write a summary of the chapter.
Write your reactions to the story and definitions of words you didn’t know (in Spanish or French, and English).
Answer the questions.
Write the chapter from the point of view of another character.

9. REVIEW THE QUESTIONS THE FOLLOWING DAY

The next school day, I ask the comprehension questions and award points to students who raise their hands. If they were to write a summary or their own chapter, students turn in the assignment, and I correct and grade it.

10. GIVE A TEST ON THE NOVEL READING

Lastly, after students have immersed themselves in the story and have interacted with the text, I give them a quiz on the reading. For example, below are the vocabulary lists, activities and quizzes for two novels in Spanish by Francisco Jiménez that I assign in my AP Spanish class:

Cajas de cartón Vocabulary and Quizzes

Senderos fronterizos Vocabulary and Quizzes

WHAT ABOUT FVR —FREE VOLUNTARY READING?

I love the idea of silent reading and student choice in my French and Spanish classes because it promotes reading as something enjoyable rather than a chore. Too bad I never had time on the block schedule to implement it. If I had had the time, here is how I would set it up:

I would have a classroom set of novels or a voluntary reading library in a clearly-labeled bookshelf. Novice readers would love authors like Mira Canion whose stories are in the present tense. Intermediate learners would have access to the stories using the past tenses, the preterite/passé composé, and the imperfect tense.
Students would choose from the FVR library and read their favorite books during bell work or silent reading time.
During or after the reading, students would fill out a reading activity to ensure they are interacting with the text and comprehending it.

I know, I know. It’s not FREE VOLUNTARY reading anymore! Sure it is. They choose the book they want to read and they read for enjoyment. To expect a middle school student, high school student, or anyone, to complete a task without accountability is ignoring human nature. Distractions will take precedence.

If the teacher grades for completion only, and the worksheet is universal, reading would still be an enjoyable enterprise.

BELOW ARE SOME POSSIBLE QUESTIONS FOR INTERACTION WITH THE TEXT

Personal Response

What was your favorite part of what you read today and why?
Did anything surprise or confuse you? Explain.
How did the reading make you feel? Why?

Comprehension Check

Summarize the main events or ideas from today’s reading in 2-3 sentences.
Who was the most interesting character you encountered today? Describe them.

Vocabulary Focus

List 3 new words you learned and try to guess their meanings from context.
Choose one word from your reading and use it in an original sentence.

Prediction

Based on what you’ve read so far, what do you think might happen next?

Visualization

Draw a quick sketch of a scene or character from today’s reading.

Connection

How does something you read today connect to your own life or experiences?

Cultural Insights

Did you learn anything new about the culture or setting of your book? Explain.

Self-Reflection

How many pages did you read today?
Rate your focus during today’s reading session on a scale of 1-5. Why?

Keeping the activities brief and low-stakes will maintain the spirit of FVR, the goal being to encourage engagement without turning reading into a chore. I would assign only one or two of the above questions at a time, rotating through different types of queries or allowing students to choose which question they want to answer during each session. By incorporating these strategies, you create a flexible and engaging environment that fosters a love for reading.

I hope you have found a few ideas you can use in your classroom on how to teach novels in Spanish and French. By following these methods, you can transform the way your students approach reading in a foreign language, turning it from a daunting task into an enjoyable journey.

Happy teaching!

Angie

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