Transcript MFL Network Meeting Tower Hamlets 21 January 2014

Embedding Modern Languages
in the Primary National Curriculum
24 April 2014
Vicky Grammatikopoulou
Goldsmiths Educational Studies
[email protected]
Twitter: @VickyGramma
Developments in Primary Modern
Languages
Languages at
KS4 made
optional
Ofsted “Modern
Languages:
Achievement and
92% of schools challenge 2004Languages in
providing KS2
New
Dearing
2010”
Election
Curriculum Curriculum
languages in class
Report
andReview
Rose
time
Sept 2014
Coalition
Review
Primary Entitlement
“Every child should have the opportunity,
throughout Key Stage 2, to study a foreign
language and develop their interest in the culture
of other nations. They should have access to high
quality teaching and learning opportunities,
making use of native speakers and e-learning. By
age 11 they should have the opportunity to reach
a recognised level of competence on the Common
European Framework and for that achievement
to be recognised through a national scheme.”
( DfES , 2002) National Languages Strategy
Languages programme of study: key stage 2
Purpose of study
“Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A high-quality
languages education should foster pupils’ curiosity and
deepen their understanding of the world. The teaching should
enable pupils to express their ideas and thoughts in another
language and to understand and respond to its speakers,
both in speech and in writing. It should also provide
opportunities for them to communicate for practical
purposes, learn new ways of thinking and read great
literature in the original language. Language teaching should
provide the foundation for learning further languages,
equipping pupils to study and work in other countries. “
(DfE, Languages programmes of study: key stage 2/National curriculum in England)
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Modern Languages
in the Primary National Curriculum
How?
Where?
When?
What?
Why?
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Teaching languages in Primary
Why?
"The only language men ever speak perfectly is the one they learn in
babyhood, when no one can teach them anything!“
(Maria Montessori)
"If we spoke a different language, we would perceive a somewhat
different world.“
(Ludwig Wittgenstein)
"When you know another language, you suddenly realize there is a
multitude of worlds. You can become a member of EVERY club."
(Frank Smith)
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Personal and Societal advantages of bilingualism
Economic
Political
Social
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• national and international
development
•economic competitiveness
• Global citizenship
• intercultural awareness
• good communication
• tolerance
Languages I use with different people
Idea from Raymonde Sneddon
Advantages of an early start
‘Critical Period Hypothesis’
“Young children’s brains are particularly adaptable
to acquiring languages before puberty “
(Penfield & Roberts 1959, Lenneberg1967).
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Development of positive attitudes towards language
learning
→increases confidence, enthusiasm, motivation, openness
for pronunciation and a greater willingness to take
risks
•
Development of positive attitudes towards other
cultures
→reduces ethnocentric thinking, racism and stereotyping
• Increased attention span
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Advantages of bilingualism
on a personal level
 creativity and originality
 divergent thinking
 cognitive flexibility
 problem solving
 improved ability to reorganise
information and to form concepts
 higher meta-linguistic ability
 greater facility for learning further
languages
 augmented sensitivity to the
communicative needs of interlocutors
(Baker 1997, Cummins 1976, Hamers & Blanc
1989, Romaine 1989).
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Teaching Languages in Primary
What?
Curriculum 2014- Languages
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any modern or ancient foreign language
to make substantial progress in one language
focus on practical communication
focused on familiar and routine matters
balance of spoken and written language
To understand and communicate ideas, facts and feelings in
speech and writing,
• using their knowledge of phonology, grammatical structures
and vocabulary
• foundations for further FL teaching at key stage 3
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Aims
The national curriculum for languages aims to ensure that all
pupils:
•understand and respond to spoken and written language from a variety
of authentic sources
•speak with increasing confidence, fluency and spontaneity, finding ways
of communicating what they want to say, including through discussion and
asking questions, and continually improving the accuracy of their
pronunciation and intonation
•can write at varying length, for different purposes and audiences, using
the variety of grammatical structures that they have learnt
• discover and develop an appreciation of a range of writing in the
language studied.
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Pupils should be taught to:
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listen attentively to spoken language and show understanding by joining in and responding
explore the patterns and sounds of language through songs and rhymes and link the spelling,
sound and meaning of words
engage in conversations; ask and answer questions; express opinions and respond to those
of others; seek clarification and help*
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are
reading aloud or using familiar words and phrases*
present ideas and information orally to a range of audiences*
read carefully and show understanding of words, phrases and simple writing
appreciate stories, songs, poems and rhymes in the language
broaden their vocabulary and develop their ability to understand new words that are
introduced into familiar written material, including through using a dictionary
write phrases from memory, and adapt these to create new sentences, to express ideas
clearly
describe people, places, things and actions orally* and in writing
understand basic grammar appropriate to the language being studied, including (where
relevant): feminine, masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply these,
for instance, to build sentences; and how these differ from or are similar to English.
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Pupils should be taught to:
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listen attentively to spoken language and show understanding by joining in and responding
explore the patterns and sounds of language through songs and rhymes and link the
spelling, sound and meaning of words
engage in conversations; ask and answer questions; express opinions and respond to those
of others; seek clarification and help*
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are
reading aloud or using familiar words and phrases*
present ideas and information orally to a range of audiences*
read carefully and show understanding of words, phrases and simple writing
appreciate stories, songs, poems and rhymes in the language
broaden their vocabulary and develop their ability to understand new words that are
introduced into familiar written material, including through using a dictionary
write phrases from memory, and adapt these to create new sentences, to express ideas
clearly
describe people, places, things and actions orally* and in writing
understand basic grammar appropriate to the language being studied, including (where
relevant): feminine, masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply these, for instance, to build
sentences; and how these differ from or are similar to English.
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Teaching languages in Primary
When? Where?
But...Time: Where do languages fit into my teaching?
… languages should be
integrated into the curriculum
rather than being seen as a
bolt-on extra.’
Piece by Piece – implementing the National
Languages Strategy, DfES/CILT 2004
Embedding Languages !
Embedding language into school life
• best use of the time
• coherent links between different subjects of
the curriculum
• context and relevance
• attitudes and sensitization
• developing skills
• confidence
• use of language for real purposes
Embedding languages:
Sensitisation
labelling
Language of the month
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Assemblies
The date
Embedding languages:
Daily routines
Greetings-songs
Physical responsebrain breaks
The register
26 September
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Set up by the Council of Europe,
since2001
45 countries are now involved
You can order resources from CILT
https://secure.easyanswer.net/cilt/eShop/Default.asp?check=true&btyCat
ID=103
• Suggested activities
http://www.cilt.org.uk/home/valuing%20languages/european%20day%20of%20languages/s
uggested%20activities.aspx
Ideas for activities on European Day of
Languages
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Sticker competition
Music competition
Food Tasting
Dance
Language days
Football tournaments
Poetry competitions
Festivals
International evening
Video conferences
Plays
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Interactive games
Multilingual assembly
Exhibitions
Workshops
Language Breakfasts
Quizzes
Surveys
Singing competitions
Greeting cards
From: http://www.cilt.org.uk/pdf/Further%20Activities%20-%20Primary.pdf
Embedding Languages into the Curriculum:
• natural links between languages and
subjects of the curriculum
• best use of the curriculum time
• connections between learning consciously
and unconsciously
• connections that we cannot plan or predict
• interpreting and reinterpreting knowledge in
a fresh and challenging context
• motivation for teachers and learners
Teaching languages in Primary
How?
CLIL- Content and Language Integrated
Learning
• study of another curricular subject (the Content) through the medium of a
foreign language
• focus on a spectrum of cross-curricular teaching of languages
The 4Cs Framework
(Coyle, Hood, Marsh, 2010: 41)
Content
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subject matter
Communication -
language learning and using
Cognition
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learning and thinking processes
Culture
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developing intercultural understanding and
global citizenship
CLIL pedagogy: key elements
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progression in knowledge, skills and understanding of the content
• engagement in associated cognitive processing
• interaction in the communicative context
• development of appropriate language knowledge and skills
• the acquisition of a deepening intercultural awareness, which is in
turn brought about by the positioning of self and ‘otherness’
(Coyle, Hood, Marsh, 2010: 41]
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Art
Science
Drama
English
Citizenship
Modern
Languages
and…
Maths
History
Computing
PE/Dance
Music
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Why children like learning
languages
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Pupils should be taught to:
appreciate stories, songs, poems and rhymes in
the language
It is only in the narrative mode that one can construct
an identity and find a place in one’s culture. Schools
must cultivate it, nurture it, cease taking it for granted.’
(Bruner, 1996:42)
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Using STORIES to teach languages
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fun and enjoyment, is motivating
encourages participation
concentration span
listening skills
good model for pronunciation
links with literacy
‘whole language approach’
opportunities for cross-curricular links
intercultural dimension
Choosing the right story
• Repetition of key structures (memorisation)
• Restricted new language/ structures (memorisation)
• Language which conveys the basic meaning (access
to language, memorisation)
• Interesting story (motivation)
• Illustrations which help convey
meaning(memorisation, information processing)
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Using of a range of types of stories
• Traditional tales & fables (e.g. Aesop’s ‘The Ants and the
Grasshoper, ‘The Hare and the Tortoise’).
Allows you to work on different levels (language, ethical and
moral dimension, cultural aspects – intellectually challenging
 see ‘Little Red Riding Hood’)
• Familiar stories (e.g. ‘The Hungry Caterpillar‘)
Allows you to concentrate on the language rather than content
• A story about a particular subject
Allows you to make cross-curricular links (e.g. ‘Hungry caterpillar’)
Encourages vocabulary learning and language use
• A story that has been created or adapted
Makes sure that the story is adapted to children’s needs
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Wo ist meine Katze?
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Simple book with repetitive text
Use of the target language
Scaffolding (
Chorus work v. individual
children
Variation in speed
Emphasis of key language
Paraphrasing
Effective use of voice
Gestures and mime
Actions
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Repetition of key sounds
Repetition of key words
Resources:
The KS2 Framework for Languages
Launched in 2005
Designed as a practical reference tool
for planning and teaching
Based on central themes of
Excellence and Enjoyment
Part 1: Learning objectives and teaching activities
Part 2: Advice and guidance for different users
Part 3: Further support and guidance for different users
http://primarylanguages.org.uk/policy_and_research/policy_and_reform/key_stage_2_framework.aspx
The 5 Strands of the KS2 Framework
Literacy
Oracy
Knowledge
about
Language
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Intercultural
Understanding
Language learning
strategies
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http://primarylanguages.org.uk/resources/schemes_of_work/
qcda_schemes_of_work.aspx
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http://www.cilt.org.uk
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Key Stage 2 Framework &
QCA Schemes of Work
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www.primarylanguages.org.uk
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http://www.tes.co.uk/teaching-resources/
http://www.primaryresources.co.uk/mfl/mfl.htm
• http://www.goethe.de/ins/gb/lp/lhr/mat/fuf/
enindex.htm
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Creating links between schools and classes
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Another resource:
ML specialist trainee teachers
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Developing teachers’ Intercultural understanding through
languages teaching- some examples
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Trip to France
Diversity conference
Languages for All
Language Specialism
Exchange programme
Cross-curricular week- Local Area
Cross-curricular Week- Carnival
Whole school projects
(Carnival , European Day of Languages)
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What trainees can offer to their
placement school
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ITHAKA
As you set out for Ithaka
hope that the journey is long,
full of adventures, full of
discoveries.
(Kavafis)
.