Embedding Modern Languages in the Primary National Curriculum

2. Embedding Modern Languages in the Primary National Curriculum 24 April 2014 Vicky Grammatikopoulou Goldsmiths Educational Studies v.grammatikopoulou@gold.ac.uk Twitter: @VickyGramma

3. Ofsted “Modern Languages: Achievement and challenge 2004-2010” 92% of schools providing KS2 languages in class time Languages at KS4 made optional Dearing Report Election and Coalition Curriculum Review Rose Review Developments in Primary Modern Languages Languages in New Curriculum Sept 2014 2002 2004 2005 2007 2008 2009 2010 2011 2014

4. 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

5. 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

6. Modern Languages in the Primary National Curriculum Vicky Grammatikopoulou

7. 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) 8

9. Personal and Societal advantages of bilingualism 9

10. Languages I use with different people Idea from Raymonde Sneddon

11. ‘Critical Period Hypothesis’ “Young children’s brains are particularly adaptable to acquiring languages before puberty “ (Penfield & Roberts 1959, Lenneberg1967). Advantages of an early start • 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 11

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). 12

13. Teaching Languages in PrimaryWhat?

14. 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 Vicky Grammatikopoulou

15. Aims • 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 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. Vicky Grammatikopoulou

16. 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. Vicky Grammatikopoulou

17. 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. Vicky Grammatikopoulou

18. Teaching languages in Primary When? Where?

19. But...Time: Where do languages fit into my teaching? Embedding Languages ! … 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

20. 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. Embedding languages: Sensitisation labelling Language of the month 21

22. Assemblies The date Embedding languages: Daily routines Greetings-songs Physical response- brain breaks The register

23. 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

24. Ideas for activities on European Day of Languages From: http://www.cilt.org.uk/pdf/Further%20Activities%20-%20Primary.pdf 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

25. 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

26. Teaching languages in Primary How?

27. 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] 28

29. Modern Languages and… Vicky Grammatikopoulou

30. Why children like learning languages Vicky Grammatikopoulou

31. Vicky Grammatikopoulou

32. 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) Vicky Grammatikopoulou

33. Using STORIES to teach languages funandenjoyment, ismotivating encouragesparticipation concentration span listeningskills good model forpronunciation links withliteracy ‘wholelanguageapproach’ opportunities for cross-curricular links intercultural dimension 33

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) 34

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 HungryCaterpillar‘) Allows you to concentrate on the language rather than content A storyabout a particularsubject Allows you to make cross-curricular links (e.g. ‘Hungry caterpillar’) Encourages vocabulary learning and language use A storythathasbeencreatedoradapted Makes sure that the story is adapted to children’s needs 35

36. WoistmeineKatze? 36

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38. 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 activities Part 2: Advice and guidance for different users Part 3: Further support and guidance for different users 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 Language Language learning strategies 39 Vicky Grammatikopoulou

40. http://primarylanguages.org.uk/resources/schemes_of_work/qcda_schemes_of_work.aspxhttp://primarylanguages.org.uk/resources/schemes_of_work/qcda_schemes_of_work.aspx 40

41. http://www.cilt.org.uk 41

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43. Key Stage 2 Framework & QCA Schemes of Work www.primarylanguages.org.uk 43

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45. http://www.tes.co.uk/teaching-resources/

46. http://www.primaryresources.co.uk/mfl/mfl.htm

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

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