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LLANISHEN HIGH SCHOOL TRIPLE LITERACY

LLANISHEN HIGH SCHOOL TRIPLE LITERACY. BACKGROUND. Differing approaches to Literacy In Welsh and MFL there is far more concentration on the ‘nuts and bolts’ of language at word and sentence level In English they are usually working with texts and readers. WORD vocabulary spelling. TEXT

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LLANISHEN HIGH SCHOOL TRIPLE LITERACY

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  1. LLANISHEN HIGH SCHOOLTRIPLE LITERACY

  2. BACKGROUND • Differing approaches to Literacy • In Welsh and MFL there is far more concentration on the ‘nuts and bolts’ of language at word and sentence level • In English they are usually working with texts and readers

  3. WORD vocabulary spelling TEXT Reading writing SENTENCE Grammar sentence construction punctuation

  4. Basics may get overlooked, when the emphasis is on working with texts • MFL/ Welsh teachers can focus on very basics, which can boost English skills

  5. CILT CYMRU PROJECT • CILT Cymru/Ceri James • The English Department • SEN staff • Parents • Pupils (study buddies) • Basic skills coordinator

  6. OUR FOCUS • improve basic literacy through language learning. • the alphabet • basic vocabulary • spelling rules and patterns • the parts of speech

  7. OUR FOCUS • pronunciation and intonation • the sound-spelling link • basic sentence structure • verb endings and agreements • techniques for memorising new language

  8. Focus on full ability range • English dept produced more MFL-style exercises • e.g gap fill, multiple choice, put infinitives into correct tense • Encouraged pupils to give examples from Welsh/ MFL to reinforce understanding

  9. SIMILARITIES e.g e and er when teaching pronouns, tu/ vousDu/ Sie and ti/ chi • Highlighting English object pronouns he >him, they > them when teaching the accusative case • Analysis of English/ Welsh tense formation when teaching tenses in MFL

  10. Teaching grammar through thinking skills • Working out rules/ spotting patterns Analysis of Welsh word order in MFL lessons: verb- subject -Es i…..Mae hi …. - Inversion in German • Introducing new vocabulary through texts: pupils deduce meaning from context • Teaching weather through parts of speech: NOUNS, ADJECTIVES, VERBS • Stressing that English has more than one word for a and the

  11. Transfer of knowledge • Drawing on Welsh mutations to teach prepositions in French/ German Cymru > i Gymru Caerdydd > yng Nghaerdydd à + le > au In + der/ das > im

  12. Punctuation • Discussion of English use of apostrophe when teaching genitives: My father’s car > das Auto meines Vaters La voiture de mon père • contractions e.g. Gibt’s ein Kino in der Nähe? • J’aime l’Italie

  13. Common errors as basis for teaching e.g. Conjunctions a and achos in MFL Mae’n Vater Misuse of ‘Mein’ at start of German sentence to mean ‘It is’

  14. Cymraeg in MFL • Comment dit-on “sunny” yn Gymraeg? • FLA: Most able taught Welsh in German lesson > Wie sagt man “Guten Morgen/ Wie heißt du?”yn Gymraeg?

  15. OUR EXPERIENCE • Raised profile of MFL as vehicle for teaching literacy • Common methodologies across languages • Pupils are making the link: Cwningen > Kaninchen

  16. OUR EXPERIENCE • Collaboration • Cooperation • Team work • Joint meetings

  17. COMMON INTEREST • Grammar • Spelling • Reading • Writing

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