Post on 24-Feb-2016
description
Embedding Modern Languages in the Primary National Curriculum
24 April 2014Vicky Grammatikopoulou
Goldsmiths Educational Studiesv.grammatikopoulou@gold.ac.uk
Twitter: @VickyGramma
Languages at KS4 made optional
Dearing Report
92% of schools providing KS2
languages in class time Rose
Review
Election and
Coalition
Ofsted “Modern Languages:
Achievement and challenge 2004-
2010”Curriculum Review
Developments in Primary Modern Languages
Languages in New
Curriculum Sept 2014
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 2Purpose 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)
Vicky Grammatikopoulou 5
Modern Languages in the Primary National Curriculum
Vicky Grammatikopoulou 6
How?
Why?
Teaching languages in Primary Why?
8
"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)
9
Personal and Societal advantages of bilingualism
Economic• national and international
development •economic competitiveness
Political • Global citizenship
Social• intercultural awareness• good communication• tolerance
Idea from Raymonde Sneddon
Languages I use with different people
11
‘Critical Period Hypothesis’“Young children’s brains are particularly adaptable to acquiring languages before puberty “(Penfield & Roberts 1959, Lenneberg1967).
• 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
Advantages of an early start
12
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).
Teaching Languages in PrimaryWhat?
Curriculum 2014- Languages
• 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
Vicky Grammatikopoulou 14
Vicky Grammatikopoulou 15
AimsThe 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.
Pupils should be taught to: 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.
Vicky Grammatikopoulou 16
Pupils should be taught to: 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.
Vicky Grammatikopoulou 17
Teaching languages in Primary When? Where?
… 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
But...Time: Where do languages fit into my teaching?
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
21
labelling
Language of the month
Embedding languages:
Sensitisation
Assemblies
Embedding languages:
Daily routines
The register
The date
Greetings-songsPhysical response- brain breaks
26 September• 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&btyCatID=103
• Suggested activities http://www.cilt.org.uk/home/valuing%20languages/european%20day%20of%20languages/suggested%20activities.aspx
Ideas for activities on European Day of Languages
• Sticker competition • Music competition • Food Tasting • Dance • Language days • Football tournaments • Poetry competitions • Festivals • International evening • Video conferences • Plays
• 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
Content - subject matter
Communication - language learning and using
Cognition - learning and thinking processes
Culture - developing intercultural understanding and global citizenship
The 4Cs Framework(Coyle, Hood, Marsh, 2010: 41)
28
CLIL pedagogy: key elements
• 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]
ArtDrama
Citizenship
History
PE/DanceMusic
Computing
Maths
English
Science
Vicky Grammatikopoulou 29
Modern Languages
and…
Why children like learning languages
30Vicky Grammatikopoulou
Vicky Grammatikopoulou 31
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)
Vicky Grammatikopoulou 32
33
Using STORIES to teach languages
• 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
34
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)
35
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 subjectAllows you to make cross-curricular links (e.g. ‘Hungry caterpillar’)Encourages vocabulary learning and language use
• A story that has been created or adaptedMakes sure that the story is adapted to children’s needs
36
Wo ist meine Katze?
Simple book with repetitive text
Use of the target language
Variation in speed
Emphasis of key language
Paraphrasing
37
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 activitiesPart 2: Advice and guidance for different usersPart 3: Further support and guidance for different users
http://primarylanguages.org.uk/policy_and_research/policy_and_reform/key_stage_2_framework.aspx
39
The 5 Strands of the KS2 Framework
Literacy
Oracy Intercultural Understanding
Knowledge about
LanguageLanguage learning
strategies
39Vicky Grammatikopoulou
40
http://primarylanguages.org.uk/resources/schemes_of_work/qcda_schemes_of_work.aspx
42
43 www.primarylanguages.org.uk
Key Stage 2 Framework & QCA Schemes of Work
44
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
Vicky Grammatikopoulou 47
Vicky Grammatikopoulou 49
Creating links between schools and classes
52Vicky Grammatikopoulou
53
Another resource:ML specialist trainee teachers
53Vicky Grammatikopoulou
Developing teachers’ Intercultural understanding through languages teaching- some examples
• 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)
54Vicky Grammatikopoulou
What trainees can offer to their placement school
55Vicky Grammatikopoulou
ITHAKA
As you set out for Ithakahope that the journey is long,full of adventures, full of discoveries.
(Kavafis).