‘language world’ oxford 2007 ‘discovering language’ a multi-lingual ‘language awareness’...
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‘Language World’ Oxford 2007
‘Discovering Language’A multi-lingual ‘language awareness’ project,funded by the Esmée Fairbairn Foundation,
directed by the Association of School and College Leaders
Peter Downes, Project Director
Cath White, Cavalry Primary School, March, Cambs
Amanda Barton, University of Manchester
The problems facing primary schools as theyseek to implement the
National Languages Strategy
Shortage of time in the curriculum (pressure forimprovements in literacy and numeracy)
Shortage of teachers with qualifications and experiencein teaching MFL
The transfer arrangements from primary to secondary(parental preference being government policy) makes it virtually impossible to plan a coherent programme round the teaching of ONE Language through from 7+ to 14+
The language need of English native speakers is diversity,NOT just one language (which would probably be French for historical reasons)
The ASCL/EFF project
9 primary schools, 460 pupils, feeding into 5 secondary schools
In Years 5 and 6, pupils learn the basics of 6 languages, one term each, but with a ‘Language Awareness approach’
Taught by the class teacher, non-specialist, with user-friendly materials, notes, lesson plans, supported at arms length by a MFL specialist
French German Latin Japanese Spanish Punjabi
In September 2006, pupils moved on to secondary schools, started ‘linear’ language learning and their outcomes and attitudes are being compared with those of pupils from non-project schools
Quantitative and qualitative evaluation is being carried out by University of Manchester
‘Language Awareness’ – what is it?
Explicit knowledge about language and conscious perception and sensitivity in language learning, language teaching and language use. Within the primary school context: Knowledge about the basic structures of language the link between speech and writing language in its cultural context language and geography language and history language and society The aims of LA teaching with younger pupils stimulate an interest in the phenomenon of communication put language learning into context indicate the range of languages, how they change and inter-relate encourage careful observation and develop listening skills provide the conceptual framework and meta-language for future ‘linear’ language
learning
How it all began• September 2004 – Esmée Fairbarn
Foundation• Discovering Language project • Initial plan 6 languages over 2
years withY5 and Y6• ARGH!!• French, German, Latin, Japanese,
Spanish and Punjabi
Initial thoughts• How am I going to fit this in to the already
squashed curriculum?• Do I know enough about the languages to
undertake this, especially Japanese and Punjabi?
• How long is it going to take me to plan these lessons and do I have the time to do it?
• What if the children ask me a question I don’t know?
Problems Solved•Enthusiasm•Support from the top•Resources•Confidence to say I don’t
know, but I’ll find out•Support groups
Resources
• Spanish – Early Start
• Punjabi – Written by Baljit Bahra
• Japanese – Ready Steady NihonGo! Written by Katherine Donaghy and Tatsuya Nakagome
Discovering Language and
Language Awareness• Focus on the similarities and differences between languages.
• Looked at how words have travelled between language communities in French and German.
• English has absorbed elements of Latin e.g. n.b, a.d
• Gender of words from most of the languages.
Discovering Language and
Language Awareness•Building up of the number
system in Japanese and the differences between that and English.
•The different scripts – Japanese and Punjabi
What the children think!
• We love it! It is not like doing proper work!
• Love learning something that no one else knows!
• We get to know about people in other countries and about their languages.
• It’s really fun because we get to play games and sing songs.
Reflections• Managed to fit it into the curriculum.• Lesson preparation made easier by
having good resources.• Enjoying learning with my pupils.• Positive reaction from pupils and
parents and Ofsted!• Approach spread across the school
and teachers succeeding and enjoying it!
Towards a coherent strategy?
Year 3 and 4 – ‘Investigating Languages’ – stimulating an interest in languages, comparing, contrasting,developing listening skills and word identification
Years 5 and 6 – ‘Discovering Language’ – a longer exposureto a range of languages
Years 7 – 9 Learning a specific language, aiming for accreditation including GCSEat the end of Year 9
Years 10 and beyond – developing MFL1 further, startingMFL 2 or MFL3 for specific purposes
‘Discovering languages’ evaluation
School of Education,
University of Manchester
(Dr. Amanda Barton, Joanna Bragg, Dr. Ludovica Serratrice)
Methodology
• 336 Year 6 pupils completed questionnaires in June 2006.
• 5/6 pupils interviewed in each school in June/July (n=41)
• All available primary staff who were involved were interviewed (n=13)
• 148 parents completed questionnaires• Head of each school interviewed face to face
What are the potential benefits of a multilingual model?
Pupils: - Equipped them with the basics to survive in a number of
other countries- Preferable for pupils who might struggle with/dislike one
particular language- Good preparation for secondary school- Cultural benefits:
“I think it’s important because other countries are different to our country. If we hadn’t learned about their culture we might do something to offend them, not knowing that we had offended them, because we do things differently.”
What are the potential benefits of a multilingual model?
Pupils: • Appreciated that they would have gained more in-depth
knowledge of one language only
Pupils & teachers:- Sustains interest
Teachers:- Lower ability children and those with SEN had benefited in
particular (‘levelling effect’/ ‘new start’ boosts self-esteem & kinaesthetic/oral activities were particularly well-received by these children).
What are the potential benefits of a multilingual model?
Teachers:- Risk of children becoming bored in Y7 if they were having to re-learn
a language. - Overcomes problem of subject knowledge in primary practitioners:
“….the teachers here aren’t experts.”- Cultural dimension:
“We’ve got a lot out of it, not just the language. There’s been the broader aspect as well.”
Headteachers:- Enabled pupils to “look at the different skills involved in learning
languages” rather than just acquiring linguistic knowledge. (Backed by feeder secondary school where 3 languages are taught).
- Sustainability: programme does not require language specialists
Ease of use
Background:• Most teachers invited to teach the programme had
a qualification in a language, although A level was the highest qualification. Most had (rusty) GCSE or equivalent.
• The majority of the teachers had never taught a language.
• All teachers had to teach languages with which they were unfamiliar; Japanese & Latin were viewed as the most challenging.
Ease of use
• Staying ‘one step ahead of the children’ was viewed both positively and negatively:
- source of pressure for some staff, especially when the CD was the only model
- “something different, something new”- “I was quite excited because it was a
learning thing for me to do as well. A lot of homework!”
The contribution of the programme to the primary curriculum
• Literacy: pupils drew links between English and FL structures; improved understanding of metalanguage, e.g. ‘verbs’ & ‘adjectives’; sensitised pupils to concept of singular & plural; increased awareness of the origins and meanings of words in English:“…the pupils now consider grammar and the way language works. In that way, I think it has helped their understanding of the English language.”
• Latin cited as especially helpful in improving literacy – awareness of gender, grammar and word order.
The contribution of the programme to the primary curriculum
• Intercultural understanding: “It’s put the language learning in a context so that
people can see how the language fits into the culture.” (Headteacher)
• Links with other subject areas, e.g. Latin & Romans; geography; spontaneous use of TL in other subjects.
• Increased pupils’ confidence in speaking & listening in English & enabled teachers to identify pupil strengths & weaknesses in these areas.
Parental responses
• 148 parents completed questionnaires• 91% felt that languages should be taught in
primary school.• 60% of these felt that a range of languages should
be taught.• 76% of all parents felt that their child had
benefited from the programme.• 67% indicated that learning languages can help
children in other subjects.
Language teaching in the future in the project schools
• All schools set to continue with a modified version of ‘Discovering language’: 5/7 to extend further down the school
Modifications:
- Continue with French, German, Spanish & Latin only- Pupils learn a different language each term, but embedded
in the curriculum- Omit Latin & re-order so that European language would be
taught, then non-European- Continue with class teachers teaching their own classes