The objective is to encourage use of language in a playful way. The pupils are encouraged to use the language to fulfill task they otherwise might have used the majority language.   

The activity may create some form of safe space where it is OK to use the language, regardless of skill level. At the same time, the pupil will have the option of leaving the zone if needed.   

1. Preparation  

The first step is for the teacher to define zones in the kindergarten/school where only the selected language is to be used. The teacher chooses a room and designates a narrower space (zone) whitin it. He/she then marks the borders between the zones with an easily visible form of divider (colored tape or sheets of paper, flags, rugs, etc). The designated area may be defined according to the skill level of the group or the particular focus of the day’s lesson. For instance might a high skill level entail a large/main designated area for the chosen language, in which case most of the communication will be in the chosen language. A low skill level may be better suited to a more narrowly defined zone, or a zone designated to a particular activity, for instance a sofa corner for reading books, or a kitchen could be designated as a strict language zone in lessons in food and nutrition. The teacher should tailor the use of language zones to the pupils, and adjust the use, size and duration according to their skills and progress. 

1. Introduction  

The teacher introduces the activity to the pupils: In the marked zone, only language X is to be used. The zones should be introduced and treated playfully, and the movement between zones should be voluntary and uninhibited.  

1. Implementation  

The zones may be part of organized activity, or they may be laid down simply as framework for the free play of the children.  

Through this activity the pupils are made aware of shifts in language, and in their skills and of their particular strengths in language use.  

1. Variation and advancement  

According to improvement in skills, the zones may be more demanding each time. The pupils may also be invited to set the zones, giving them ownership to level of difficulty or the focus of the lessons.