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UCML Conference 16 January 2015

Learn why languages education is vital for cultural understanding and global communication. Explore the objectives, skills, and benefits of studying foreign languages from GCSE to A-level.

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UCML Conference 16 January 2015

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  1. UCML Conference 16 January 2015 From the revised GCSE to the new A Level Syllabus A Journey into Language and Culture Bernardette Holmes Campaign Director, Speak to the Future

  2. Purpose of Study 7-14 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.

  3. Purpose of Study 7-14 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.

  4. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. POS: Addressing the mobility and employability agenda

  5. GCSE Subject Learning Outcomes Students should develop their ability and ambition to communicate with native speakers in speech and writing. The study of a modern foreign language at GCSE should also broaden students’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.

  6. Interdisciplinary vision for Advanced Level, developing the global mind-set In addition to high level practical language skills, the content of AS and A level in modern foreign languages provides depth of knowledge, understanding and intercultural competence …

  7. AS and A Level developing transferable skills …fosters a range of transferable skills such as communication skills, critical thinking, autonomy, resourcefulness, creativity, and linguistic, cultural and cognitive flexibility; all of which are of value to the individual, to wider society, to higher education and to employers.

  8. First European Survey on Language Competence (2012)

  9. The 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 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, including literary texts

  10. The new GCSE builds on prior learning and deepens the foundations for further study Cumulative and progressive in content and language Understand and use language for a variety of purposes and with a variety of audiences, including for personal, academic and employment-related use Emphasis on authentic sources of spoken and written language including broadcast and social media Personal communication, public information, factual and literary texts, appropriate to the level of maturity Literary texts can include extracts and excerpts, adapted and abridged, from poems, letters, short stories, essays, novels, plays from contemporary and historical sources

  11. Contexts organised in broad themes • Identity and culture • Local, national, international and global areas of interest • Current and future study and employment

  12. Communication and interaction

  13. Avoiding false dichotomies • Accuracy v Fluency • Grammar v Communicative competence • Literature versus popular culture • Academic discipline v practical skill • Language as a subject v language as a medium of instruction (CLIL)

  14. Can Flaubert meet the boardroom?

  15. Successful independent control of the language builds confidence and motivation Accuracy Fluency Express and develop thoughts and ideas spontaneously and fluently • Develop their ability to communicate confidently and coherently … conveying what they want to say with increasing accuracy

  16. METACOGNITION AND LEARNING STRATEGIES Knowledge about language Language strategies Develop language strategies, including repair strategies (Communication strategies now featured in GCSE criteria) • Deepen their knowledge about how language works and enrich their vocabulary to increase their independent use and understanding of extended language

  17. Personalising functional grammar to make the meanings that matter • There will be communicative quick wins (memorised, initially unanalysed, chunks) • However, the focus in on taking independent control of the language system (CREATIVITY) • Deconstruction and reconstruction of language

  18. Acquiring and applying language to construct new identities and new knowledge • Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, including literary texts • Develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken • Be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge

  19. Key characteristics of successful learning • Opportunities to interact with language • Language learning that does not trivialise the content • Progression from processing language to productive capability

  20. Key characteristics of successful learning (continued) • Metacognition – KAL, LLS and creative reconstruction • Meaning seeking and meaning making • Developing executive control – towards bilingual grammar • Mediating between cultures (comparative cultural moments)

  21. Phonology, grammatical structures and vocabulary

  22. Linguistic benefits • Analytically complex language is globally learnt e.g. future tense, perfect tense • Songs and rhymes offer more than letters and sounds – sentence level phonetics, sentence stress, rhythm and intonation • Lexical bundles that can be adapted and used in new contexts

  23. There are real possibilities for flexible and creative use of new technologies and interdisciplinary contexts to develop language and cultural competence Brave new curriculum 2014 and beyond

  24. Interviews Project planning Collaboration in two languages Podcast Articles Review Jeunes journos bilingueshttp://www.ofaj.org/carnets-de-voyage-en-baladodiffusion Process, product, reflection

  25. Student as criticLe goûter – Bruno Vaussenat (2008) Un garçon de neuf ans est renvoyé de son école pour s'être battu. Son père le confie à son grand-père pour qu'il le garde. Ce dernier va alors lui préparer un grand goûter et lui apprendre à se défendre. Mais il va également lui révéler un secret de famille caché depuis de nombreuses années.

  26. Goethe Institut provides rich authentic resources

  27. Responding to authentic testimony

  28. Postmaterielle Jugendliche • Suche nach sinnstiftender Weltschauung und einem anderen moralischen Bezugspunkt, Selbsterkenntnis und Verwirklichung der eigenen Existenz als dominante Motivation • Paradigmatische Fragen. Wer bin ich? Was ist richtig? Wie will ich leben?

  29. Parlez-moi de Christophe Colombe Alors, il fait la découverte de l’Amérique Fut Récitez-moi le passé simple du verbe faire Je fus, tu fus, il fume! Using humour as a stimulus

  30. Understanding the purpose, important ideas and details

  31. : «Eau et assainissement : quelles stratégies pour relever les défis du millénaire ?»

  32. GCSE:Scan for particular information, organize and present relevant details…translate a short passage into English Dans son sous-sol, le continent africain recèle 660 000 kilomètres cubes de réserves d’eau. Cette ressource est cent fois supérieure à la quantité d’eau en surface. Et pourtant, selon un rapport publié au cours du 13e congrès de l’Association africaine de l’eau (AFWA) tenu en Algérie sous le thème : «Eau et assainissement : quelles stratégies pour relever les défis du millénaire ?», un tiers de la population africaine, soit 330 millions, n’a pas accès à l’eau potable et presque la moitié des Africains souffre de problèmes de santé dus au manque d’eau potable

  33. Lettre qu'Albert Camus envoya à son instituteur au lendemain de son prix Nobel

  34. LE CONFLIT ISRAELO-PALESTINIENBientôt cent ans d’histoire Juif et musulmandans le roman contemporain pour les adolescents

  35. How do we create bridges between social networking, texts and blogs and literary texts?

  36. 12C4 un de ces quatre 2 ri 1 de rien 6né Ciné A+/@+ À plus C pa 5pa C'est pas sympa p2k Pas de quoi Des Textos français Je c Je sais Je le saV Je le savais Jenémar J'en ai marre Je t'M Je t’aime Je vé/J'vé Je vais GHT2V1 J'ai acheté du vin

  37. Le Dormeur du Val Arthur Rimbaud octobre 1870L'homme blesséGustave Courbet (1819-1877) C'est un trou de verdure où chante une rivièreAccrochant follement aux herbes des haillonsD'argent ; où le soleil, de la montagne fière,Luit : c'est un petit val qui mousse de rayons.Un soldat jeune, bouche ouverte, tête nue,Et la nuque baignant dans le frais cresson bleu,Dort ; il est étendu dans l'herbe sous la nue,Pâle dans son lit vert où la lumière pleut.Les pieds dans les glaïeuls, il dort. Souriant commeSourirait un enfant malade, il fait un somme :Nature, berce-le chaudement : il a froid.Les parfums ne font pas frissonner sa narine ;Il dort dans le soleil, la main sur sa poitrineTranquille. Il a deux trous rouges au côté droit.

  38. Dos loboshttp://sechangersoi.be/ES/5ES-Leyendas/Loslobos.htm Una mañana un viejo Cherokee le contó a su nieto acerca de una batalla que ocurre en el interior de las personas. Él dijo, "Hijo mío, la batalla es entre dos lobos dentro de todos nosotros". "Uno es Malvado - Es ira, envidia, celos, tristeza, pesar, avaricia, arrogancia, autocompasión, culpa, resentimiento, soberbia, inferioridad, mentiras, falso orgullo, superioridad y ego. "El otro es Bueno - Es alegría, paz amor, esperanza, serenidad, humildad, bondad,benevolencia, amistad, empatía, generosidad, verdad, compasión y fe. El nieto lo meditó por un minuto y luego preguntó a su abuelo: “¿Qué lobo gana?” El viejo Cherokee respondió: "Aquél al que tú alimentes."

  39. In the future, creativity, the ability to think laterally, adaptability and other 'transversal' skills will be valued more than the specific bodies of knowledge that schools have traditionally taught. Communication in the mother tongue Communication in a foreign language Maths,science and technology Digital competence Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression Key competences for young Europeans

  40. Heidegger’s concept of Dasein • Living life through another language and culture contributes to defining our existence, our reality, our ‘now’. • The now for 2015 is culturally rich, pluralist and multilingual • Language learning can connect us to our past, define our present and transform our future.

  41. ‘Die Welt ist jetzt Ihnen offen’

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