Embedding Modern Languages in the Primary National Curriculum

Embedding Modern Languages in the Primary National Curriculum

24 April 2014Vicky Grammatikopoulou

Goldsmiths Educational [email protected]

Twitter: @VickyGramma

mailto:[email protected]

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


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



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.


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.


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



http://www.cilt.org.uk/home/valuing%20languages/european%20day%20of%20languages/suggested%20activities.aspx

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

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


Modern Languages

and…

Why children like learning languages

30Vicky Grammatikopoulou


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)


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

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


40

http://primarylanguages.org.uk/resources/schemes_of_work/qcda_schemes_of_work.aspx



41

http://www.cilt.org.uk

http://www.cilt.org.uk/

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


http://www.goethe.de/ins/gb/lp/lhr/mat/fuf/enindex.htm






http://culturetheque.org.uk/learn/primary-french/niveau-bleu-lecon-1


http://culturetheque.org.uk/read/children-books

Creating links between schools and classes


53

Another resource:ML specialist trainee teachers


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)


What trainees can offer to their placement school


ITHAKA

As you set out for Ithakahope that the journey is long,full of adventures, full of discoveries.

(Kavafis).

Documents

Embedding Modern Languages in the Primary National Curriculum