Language FuturesLanguage Futures

ObjectivesObjectives

• To ensure participants are clear about To ensure participants are clear about Language Futures approachLanguage Futures approach

• To enable teachers to take elements of the To enable teachers to take elements of the approach to use in their own teaching approach to use in their own teaching

• To explain how to conduct a typical To explain how to conduct a typical Language Futures lessonLanguage Futures lesson

The Case for making changesThe Case for making changes

• QCA report published in 2007 found that QCA report published in 2007 found that languages are still pupils’ least favourite languages are still pupils’ least favourite subject and the one perceived as most subject and the one perceived as most difficultdifficult

• Numbers taking a GCSE in a language fell Numbers taking a GCSE in a language fell from 61% in 2005 to 44% in 2010 (Ofsted from 61% in 2005 to 44% in 2010 (Ofsted Jan 2011)Jan 2011)

Languages Review 2007Languages Review 2007

• ““This also prompts our first important This also prompts our first important conclusion, which is that a one menu suits conclusion, which is that a one menu suits all approach to secondary languages is all approach to secondary languages is not working for many of our children, and not working for many of our children, and we must encourage a more varied we must encourage a more varied languages offer which suits a range of languages offer which suits a range of requirements for young people.” (page 8)requirements for young people.” (page 8)

Ofsted 2011 reportOfsted 2011 report

• ““Secondary schools should:Secondary schools should:• Broaden approaches to teaching and learning Broaden approaches to teaching and learning

to enthuse students and increase their to enthuse students and increase their confidence, competence and ambition in confidence, competence and ambition in modern languagesmodern languages”” (page 8) (page 8)

Language Futures Language Futures PedagogyPedagogy

““The main difference between teaching The main difference between teaching mainstream language lessons and mainstream language lessons and

Language Futures lessons is that my role Language Futures lessons is that my role is that of a languages teacher, not a is that of a languages teacher, not a

teacher of a specific language”teacher of a specific language”

Teacher as font of all Teacher as font of all knowledge?knowledge?

““As I know a lot less than the students about their As I know a lot less than the students about their chosen language, it completely changes the chosen language, it completely changes the position of the teacher in the classroom. I enjoy position of the teacher in the classroom. I enjoy learning alongside the students, who enjoy seeing learning alongside the students, who enjoy seeing their teacher have a go at Mandarin pronunciation, their teacher have a go at Mandarin pronunciation, for example! LF lessons remind me of what it was for example! LF lessons remind me of what it was actually like to learn a language from scratch and actually like to learn a language from scratch and help me to understand the learning processes ….”help me to understand the learning processes ….”

KS3 Framework for Year 8KS3 Framework for Year 8

Five strandsFive strands-Listening and SpeakingListening and Speaking-Reading and WritingReading and Writing-Intercultural UnderstandingIntercultural Understanding-Knowledge about LanguageKnowledge about Language-Language Learning StrategiesLanguage Learning Strategies

PlanningPlanningTheme and Learning Objective

Functions Grammar Resources Challenges Role of mentor and assessment

ImprovementsImprovements

• Planning developed throughout the yearPlanning developed throughout the year• Clear and manageable learning objectivesClear and manageable learning objectives• Topical themes e.g. Olympic Games in Topical themes e.g. Olympic Games in

summer 2012summer 2012• Language Learning Strategies and Language Learning Strategies and

Knowledge about LanguageKnowledge about Language

Ensuring good models of Ensuring good models of languagelanguage

• Mentors - native or competent speakers of the Mentors - native or competent speakers of the chosen languageschosen languages

• Extensive use of websites and other Extensive use of websites and other technologiestechnologies

• Group role plays and speaking tasks Group role plays and speaking tasks • Mentor feedbackMentor feedback• Mentor assessmentMentor assessment• Peer assessmentPeer assessment

Involving families and the Involving families and the communitycommunity

• Meetings with parentsMeetings with parents• Parents’ guide producedParents’ guide produced• Immersion chartImmersion chart• Exploring family links with chosen languagesExploring family links with chosen languages• Recruitment of volunteer mentors from the local Recruitment of volunteer mentors from the local

communitycommunity

AssessmentAssessment

• Use of the National Curriculum levels in all Use of the National Curriculum levels in all four language skillsfour language skills

• Use of the KS3 Framework for LanguagesUse of the KS3 Framework for Languages• Mentor trainingMentor training• Use of peer and on-going assessmentUse of peer and on-going assessment

Using time effectivelyUsing time effectively• Clear definable tasks Clear definable tasks • Clear guidance on using websites effectivelyClear guidance on using websites effectively• Importance of using a range of resources e.g. Importance of using a range of resources e.g.

textbooks, mentors, dictionaries, immersion textbooks, mentors, dictionaries, immersion chartchart

• Homework challenges set in line with Homework challenges set in line with homework policyhomework policy

• Pupils encouraged to further their learning at Pupils encouraged to further their learning at homehome

Breaking down barriers to Breaking down barriers to learninglearning

• Blurring the boundaries between home Blurring the boundaries between home and school learningand school learning

• Learning a language should not be Learning a language should not be confined to the classroomconfined to the classroom

• Mentor e-mailsMentor e-mails• Immersion chartImmersion chart

Developing independenceDeveloping independence

• Language Learning StrategiesLanguage Learning Strategies• Lots of peer and group workLots of peer and group work• Giving more control to the students:Giving more control to the students:• ““We control our own learning which I like – We control our own learning which I like –

we also control our learning at home”.we also control our learning at home”.• Perhaps the more independent students Perhaps the more independent students

choose this programme?choose this programme?• “…“…I didn’t just want to be told how to learn it. I I didn’t just want to be told how to learn it. I

wanted to be independent and learn how to wanted to be independent and learn how to learn independently.”learn independently.”

How to conduct a typical How to conduct a typical Language Futures lessonLanguage Futures lesson

A typical LF lessonA typical LF lesson• Three or four languages in one lesson – Three or four languages in one lesson –

Spanish, Italian, Mandarin, RussianSpanish, Italian, Mandarin, Russian• Community mentors (most lessons)Community mentors (most lessons)• Computers/laptops/iPads (many lessons)Computers/laptops/iPads (many lessons)• Multiple role of the teacherMultiple role of the teacher• Student ownership of learningStudent ownership of learning• Peer learningPeer learning• Language learning as a social activityLanguage learning as a social activity

• We enjoy having many different languages in We enjoy having many different languages in one classroomone classroom

• We like learning more independentlyWe like learning more independently• We feel more relaxed in lessonsWe feel more relaxed in lessons• We do more group workWe do more group work• We feel valued and trusted as learnersWe feel valued and trusted as learners• We control our own learningWe control our own learning• We learn from each otherWe learn from each other

““What do you like about LF What do you like about LF lessons?lessons?””

Transformed role of teacherTransformed role of teacher

• Languages teacher (i.e. not Spanish/Italian Languages teacher (i.e. not Spanish/Italian etc. teacher)etc. teacher)

• Teacher as learnerTeacher as learner• Pupils as teachersPupils as teachers• Language learning strategiesLanguage learning strategies• Using other languages as a modelUsing other languages as a model• Links to French lessonsLinks to French lessons

• Clear learning objectives Clear learning objectives • Series of lessonsSeries of lessons• Strong links to home learningStrong links to home learning• Model language in French or another languageModel language in French or another language• Links to French lessons (Year 7 & 8)Links to French lessons (Year 7 & 8)• Discussion of language learning strategiesDiscussion of language learning strategies• Mentor involvementMentor involvement• Monitoring pupil learningMonitoring pupil learning• Peer learningPeer learning• Teachers learning alongside pupilsTeachers learning alongside pupils• Learning from other language groupsLearning from other language groups• Sharing learning strategiesSharing learning strategies• Links to National Curriculum levelsLinks to National Curriculum levels• Links to homework and home learningLinks to homework and home learning• Encouraging learning of key vocabularyEncouraging learning of key vocabulary

Support and resourcesSupport and resources

• TeacherTeacher• Community mentorsCommunity mentors• Mentor e-mailsMentor e-mails• ParentsParents• Parents’ bookletParents’ booklet• Range of resourcesRange of resources• Online resources listOnline resources list

ObjectivesObjectives

• To ensure participants are clear about To ensure participants are clear about Language Futures approachLanguage Futures approach

• To enable teachers to take elements of the To enable teachers to take elements of the approach to use in their own teaching approach to use in their own teaching

• To explain how to conduct a typical To explain how to conduct a typical Language Futures lessonLanguage Futures lesson