Language Detectives

Hampshire Languages Conference – 7th October 2010

Kathrin Ueck & Jackie Berry

What is a Language Detective?

http://www.primarylanguages.org.uk/training_zone/teachers/embedding/cross-curricular_links/language_detectives.aspx

OK – over to you!

rosso hóngsè rood dearg röd azzurro lánsè blauw gorm blå

verde lù sè groen glas gröng nero hēisè zwart dubh svart

giallo huángsè geel buí gul ? ? ? ? ?

What’s the language?

Source : http://www.omniglot.com/language/colours/index.php#primary

• Which language was easiest to identify? Why?

• Which was the trickiest? Why?

• Any lucky guesses? What were they based on?

• What are these words?

• What could an activity like this teach children about language(s)?

Italian Mandarin Dutch Gaelic Swedish

Learning a language isn't just a case of memorising

lists of nouns and verb endings...

We need to make links with what we already

know...

So we understand better how languages

work...

...and learn different strategies to help us to

practise and remember.

The KS2 Framework for Languages

Develops this across KS2 through the cross-cutting strands:

• Knowledge About Language (KAL)

• Language Learning Strategies (LLS)

AND

• Through many of the Intercultural Understanding (IU)

objectives, too.

Knowledge About Language (KAL)

Year 3 Recognise that many languages are spoken in the UK and across the world

Year 4 Identify a different writing system

Year 5Appreciate that different languages may use different writing conventions and word order and borrow words from other languages

Year 6Use knowledge of word order and sentence construction to support the understanding of a written text.

Where do these words originate?

alcohol

yacht

robot

sauna

athlete

dollar

Source: http://www.krysstal.com/borrow.html#a

marmalade

German Czech

Greek Dutch

FinnishPortuguese

bungalowBengali Arabic

Language Learning Strategies (LLS)

Year 3• Discuss language learning and share ideas and experiences• Use the context of what they see/read to determine some of

the meaning• Compare the language with English

Year 4• Use mental associations to help remember words• Use context and previous knowledge to determine meaning and pronunciation

Year 5• Integrate new languages into previously learnt language.• Use context and previous knowledge to help understanding• Look and listen for visual and aural clues

Year 6• Use context and previous knowledge to help understanding and reading skills• Make predictions based on existing knowledge• Compare and reflect on techniques for memorising language

Traffic Lights for LLS

• Red = Stop, think, make a link

http://www.school-portal.co.uk/GroupWorkspaces2.asp?GroupID=905251&WorkspaceID=1532343

These words may have nothing in common with their English translation, but you can remember them by finding a funny, memorable association.

• Yellow = Wait and thinkThese words may remind you of words in English that are not the same, but similar.

• Green = Go ahead

These words are the same or nearly the same in English and in target language, even if there are some different uses for them.

Traffic Lights examples

Intercultural Understanding(IU)

• Learn about different languages spoken by children at school

• Increase awareness of linguistic and cultural diversity

• Locate country / countries where language is spoken

• Identify social conventions

• Have contact with a native speaker

• View a video or media resource about the country

• Look at the writing system of different languages

http://www.newburypark.redbridge.sch.uk/langofmonth

Making a day of it...

...language detectives with gifted and talented pupils at KS2

A big THANK YOU to Jean Haig and Sue Cave who came up with the idea and resourced the day

1. Gesture and mime

2. Eye contact and repetition

3. Memorisation strategies

4. Prior knowledge

5. Sentence structure and dictionaries

6. Rhythm and intonation

7. Letters and sounds

Dear DetectivesHaving successfully completed your detective training, we need you to solve

your first case.

It has been discovered that an international criminal gang is planning an operation in the UK. This gang uses several languages to communicate, this is

why this crime has been selected for you to solve.

Your job is to use your language detective skills to find out who will commit the crime, in which city, at what time and the exact map reference. It is

known that by identifying a certain object carried by this criminal, the crime will be prevented. You will only be able to discover what this object is by

finding out the information above.

In this envelope you will find some clues which have already been intercepted and given to us by other detectives from around the world.

Read each clue carefully and find out what you must do. Remember, time is running out and you must solve all three clues if you are to find out the name

of the object.

Good Luck!

The following language learning strategies are used during the detective day

Useful websites• Language detectives lesson on Primary Languages website

http://www.primarylanguages.org.uk/training_zone/teachers/embedding/cross-curricular_links/language_detectives.aspx

• Wokingham Learning Hub for all the Gifted & Talented Language Detective Day resources: http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=937981

• http://www.newburypark.redbridge.sch.uk/langofmonth Newbury Park School website.

A full list of useful sites and resources is on your handout!

http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=937981

http://www.language-investigator.co.uk/index.htm

http://www.omniglot.com/language/colours/index.php

http://www.digitaldialects.com

jackie.berry@hants.gov.uk kathrin.ueck@web.de