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2 Primary Languages and using stories Ruth Bailey

3 Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified. To help you to: Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills. Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: (a) use a range of teaching strategies and resources, including e- learning, taking practical account of diversity and promoting equality and inclusion (b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively. QTS Standards

4 einen Apfel eine Birne eine Scheibe Salami ein Erdbeerein Lollieein Orange ein Pflaume eine Scheibe Käseein Muffin eine Wassemelone eine Schokoladen Torte eine Eistüte ein Würstcheneine Gurke Starter – A GesundUngesund

5 5 Starter - B –Put into order: zwei / vier / fünf / eins / drei -1- Sonntag 2- Dienstag Samstag Mittwoch Donnerstag Montag Freitag

6 6 Starter - B –Put into order: eins zwei drei vier fünf 1- Sonntag 2- Montag 3- Dienstag 4- Mittwoch 5- Donnerstag 6- Freitag 7- Samstag

7 Curriculum More integrated subjects Focus on Literacy and Phonics Methodology Group work Clear differentiation Talk partners Lesson outcomes and assessment integrated Sitting on the carpet! Relationships One main teacher Small community Clear and consistent rules Year 6 – the oldest Year 7 – the youngest Primary to Secondary

8 oNational Languages Strategy – 2002 oLanguages in Key Stage 2 – ‘entitlement’ by 2010 oKey Stage 2 Framework launched and training provided oDearing recommended Languages as part of the KS2 curriculum oThe ‘Rose Review’ recommends Languages become part of the KS2 curriculum – part of Literacy strand- Languages and Drama How to implement? 18 000 Primary schools! Primary Languages

9 Delivery ModelHow?AdvantagesLimitations 1- Class teacherTrain PGCE students Train class teachers in post Languages are delivered flexibly Links made with Literacy Cross curricular opportunities Link with Primary pedagogy PGCE students in training since 2003 – numbers still low Level of language competence for class teachers needs improving Still hard to find time in timetable 2- Local secondary school teacher outreach Usually Specialist Language College – funded to work with local primaries Language specialist Link with KS3 Should support class teachers’ language skills and pedagogy Secondary pedagogy Lack of integration ‘Spanish and vanish’ Teachers not present in class

10 Primary Languages Delivery ModelHow?AdvantagesLimitations 3- Foreign Language Assistant Primaries and or Secondary school funds a FLA to visit several primary schools Language specialist Knowledge of authentic materials eg rhymes, songs, games etc Not much training No continuity 4- ClubLunchtime or afterschool club Specialist in Language and primary teaching Normally parents pay so not available to all

11 “At secondary school, the French teacher might say horrible things if we get on to harder things and we have no idea what they are talking about.” (year 6 boy, age 10, end of summer term) “ If we are struggling at secondary school, it will be even harder and we won’t be able to get extra help in groups like we do here.” (year 6 child) quoted in Jones and Coffey 2006

12 Transition in general Primary school Secondary school

13 Languages have the same issues as other subject areas.. - All subject areas have concerns about prior learning - Bridging units are established practice in core subjects - Pupils’ progress often dips after the beginning of Year 7 - Pupils make mini-transitions throughout their school career

14 Why is effective transition so key for Modern Languages? - uptake in Languages GCSEs has declined - results in teacher assessments at the end of KS9 have been lower than in other curriculum areas - a new area of the curriculum - Languages study is likely to become statutory - Previous 10 year experiment for the introduction of Primary French – no evidence of higher attainment at 16 (Burstall et al:1974) But the key was Transition…

15 Primary teachers say: ‘In spite of the good work of some really enthusiastic colleagues in both primary and secondary schools: too many of the secondary schools just start at the beginning again and ignore what the children have done.’ (Jones and Coffey:2006) But Secondary teachers face…

16 ‘Mixed-experienced’ 2 years of French 1 year of German and 2 years of Spanish No FL 4 years of French French club and Mandarin

17 Secondary teachers: concern about prior learning: which languages, to what level, how were they taught, what was taught concern about the need to change AGAIN the KS3 curriculum (as well as GCSE / A level)  not always aware of the complex and sophisticated ways that young learners function in languages  not always aware of the different approaches that primary teachers develop  could consider adjustments to the curriculum and methodology in KS3 to account for prior learning

18 Primary teachers: concern about finding time to teach the foreign language concern that pupils’ prior learning will not be taken account of concern that initial enthusiasm for FL will be lost  could consider strategies for monitoring and assessment, as part of effective transition  could look at FL literacy skills in Years 5/6 and pace in preparation for Year 7  could help pupils get ready for possibly learning another language

19 19 Ideal scenario? Key Stage 2Key Stage 3Key Stage 4 4 years French 3 years French + 2 years Spanish GCSE French / Spanish

20 20 Reality?? Key Stage 2Key Stage 3Key Stage 4 4 years French 3 years Spanish GCSE Spanish 4 years Spanish 2 years German Early GCSE German + other qual in Spanish

21 The ‘Pedagogic’ Bridge Valuing language skills Familiarity

22  Valuing language skills What are their language skills? Incorporating prior learning.  Familiarity What are pupils used to? Connecting the learning

23 Prior learning from Primary -children come to secondary school with more than a bank of vocabulary and set phrases. -they should arrive in Year 7 with an understanding of: phoneme/grapheme links the ability to build basic sentences, to formulate simple questions with developed listening skills with ways of communicating effectively with a partner the ability to decode both short extracts of spoken language and passages of text, as well as longer stories and works of non-fiction, particularly when these are accompanied by pictures or other forms of support.

24 Key Stage 2 Framework Knowledge About Language: e.g. Use knowledge of form including, where appropriate, plurals and notions of gender to improve access to a range of texts. Recognise that languages have different ways of expressing social relationships. Language Learning Strategies: e.g. Use a dictionary/ ICT resources to look up spellings. Work out the meaning by using a range of cues. Compare techniques for memorising. Use context and previous knowledge to help understanding and reading skills.

25 Link with Key Stage 3 Knowledge About Language e.g. That gender and plural patterns in nouns may differ from English and how other words can be affected. Language Learning Strategies e.g. How to find and memorise the spelling, sound, meaning and main attributes of words. How to work out the gist of a sentence by picking out the main words and seeing how the sentence is constructed compared with English. How to use a dictionary and other resources appropriately when working on text. Intercultural Understanding e.g. Learn the social and linguistic conventions of common situations such as greetings.

26 “Issues of transition, then, are more than communication and collaboration between teachers at the surface level – they are about the whole child and his/her long-term development at a deep level of consideration.” (Jones & Coffey, 2006)

27  Valuing language skills What are their language skills? -How do we find out? -What transition or assessment documents could Primary schools use? e.g Junior ELP / Asset Languages / National Curriculum levels / other doc?

28 A strategy or activity A specific area of language Junior European Languages Portfolio

29 Refers to the Common European Framework Junior European Languages ‘Passport’

30 www.nationalstrategie scpd.org.uk/mfl

31  Valuing language skills Incorporating prior learning -How to help pupils feel challenged and supported -How to access prior learning -How to ‘tweak’ what we already do

32 What adjustments can be made in Year 7? Familiar teaching strategies e.g. storytelling, cross-curricular projects, songs, rhymes, phonics etc. Familiar class organisation e.g. group work, talk partners Usual KS3 language in new contexts Adding more unusual items to known language Strategies which allow pupils to show prior learning Creativity Use of authentic materials – which include a focus on the target country and other diverse communities

33 33 Dans ma trousse, il y a … Un stylo Un crayon Un livreUn dictionnaire Un cahier Une calculatriceUne règleUne gommeUne trousse

34 34 Where’s the pencil sharpener? –How do you make familiar language more challenging?

35 35 ‘El bosque tropical’  A different type of topic:  ‘El bosque tropical’= Latin american theme

36 36 ‘El bosque tropical’ El mono La boa El guacamayo La rana La mariposa El ocelote El oso hormiguero La flor El árbol La hoja El suelo

37 37 ¿Dónde viven?

38 38 ‘El bosque tropical’ www.miscositas. com

39 Focus on thinking skills Busca las categorías: un chicoColombiaverdeEspaña un perromi hermanolos ojosblanco Italiami padreMéxicola música azulinteresanteun gatomalo traviesomuymi madrebueno tambiénla guitarrarojopero Bonitosijaguargrande Franciayamarillouna serpiente una mujernormalmente amigo

40 Focus on thinking skills: categorising Busca las categorías: Paises: Paises que hablan español: Familia: Animales: Adjetivos: Colores: Palabras importantes: Otras palabras:

41 Focus on thinking skills: categorising Usa las frases: Hola¿Qué tal?Tengo los ojos grandes Muy mal¿Cómo te llamas?Tengo miedo ¡Ayúdame!¿Dónde vives?¿Eres inglesa? Me llamo fantasma.¿Cómo eres?Sí No ¡qué va!Aquí tienes.Te quiero. Es muy divertido. ¡Ja, ja ja! Buenas noches. ‘una paloma blanca’Estoy perdida.¡Ay, ay ay! ¿Quieres jugar al fútbol?Voy a mi casa. Me gusta volar.¡Qué bien!Soy español.

42 42 Un cuadro de Picasso ¿Qué ves? Veo ….

43 43 Un cuadro de Picasso ¿Qué ves? Veo …. el pelo la cabeza la nariz la boca dos ojos los hombros

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50 50 Otro cuadro de Picasso ¿Qué ves? Veo ….

51 51 Otro cuadro de Picasso ¿Cómo te sientes al ver este cuadro? ¿Qué significa el azul en este cuadro? ¿Qué otros objetos ves?

52 52 Strategies for Yr 10 –What other strategies did Sue P show us for accessing prior learning with Yr 10?

53 53 Strategies for Yr 10 –What other strategies did Sue P show us for accessing prior learning with Yr 10? Card games Categorising / Sorting / Venn diagrams Sequencing Brainstorming

54 Why use stories in KS3? -Familiar strategy from Primary language teaching -Experience of narrative in literacy lessons -Flexible activity, incorporate prior learning and teach new language -Link with target country and culture -Be bold! Start with text and use language the pupils may not know …. -Hearing ‘real’ language – the overall sound, intonation, expressing more than personal messages -A ‘for real’ activity …but could be at the start or end of a sequence of lessons.

55 55 WordPhraseText Text 0ral or written Phrase or Word Text Own production of language + Links to ‘Content and Language Integrated Learning’

56 The ‘Very Hungry Caterpillar’ oder ‘Die kleine Raupe Nimmersatt’ http://www.youtube.com/watch?v=LzxjNr1XKlI

57 Telling a story Preliminary tasks / Pre-teach or revise key words Reading the story Developing the language Recapping Learning Own production – written / oral

58 Follow up to the ‘Very Hungry Caterpillar’ 1- How did you understand what was happening in the story? What were the learner strategies you used? 2- Consider how you could use this story for Year 7 pupils? How could you follow it up?

59 59 Using stories –Use or adapt a known story e.g. change tense or remove complex language –Create your own version e.g Bridging Unit which has adapted Goldilocks and the 3 bears –Use other myths or stories from other countries

60 L’éléphant et les trois singes

61 61 Il était une fois trois singes qui habitaient une petite maison dans une grande jungle Il y avait – papa singe, maman singe et bébé singe.

62 62 Un jour les trois singes sont allés jouer dans la jungle. Pendant qu’ils jouaient, un grand éléphant s’est approché de la maison. Il a regardé la petite maison. Puis il est entré dedans!

63 63 Sur la table il y avait une banane, une glace et un gâteau. La banane de bébé singe était trop petite. La glace de maman singe était trop froide. Mais le gateau de papa singe était juste comme il faut. Donc l’éléphant l’a tout mangé!

64 64 Sur la table il y avait trois boissons. L’éléphant a goûté les boissons Le lait de bébé singe était trop chaud. Le jus de maman singe était trop sucré. Mais le chocolat chaud de papa singe était juste comme il faut. Donc l’éléphant l’a tout bu!

65 65 L’éléphant a regardé les jouets dans la maison. Le train de bébé singe était trop bruyant. Les poupées Bratz de maman singe étaient trop ennuyeuses. Mais la Playstation de papa singe était fantastique et juste comme il faut. Donc l’éléphant a joué avec la Playstation!

66 66 Les trois singes sont rentrés. Ils ont regardé dans la maison. “Quelqu’un a goûté mon gâteau,” a crié papa singe, “et l’a tout mangé!” “Quelqu’un a goûté ma glace,” a crié maman singe. “Quelqu’un a goûté ma banane,” a crié bébé singe.

67 67 Les trois singes ont regardé les boissons. “Quelqu’un a goûté mon chocolat chaud,” a crié papa singe.“et l’a tout bu!” “Quelqu’un a goûté mon jus,” a crié maman singe. “Quelqu’un a goûté mon lait,” a crié bébé singe.

68 68 Les trois singes ont regardé les jouets. “Quelqu’un joue avec ma Playstation,” a crié papa singe,“et c’est un éléphant!!!!” “Quelqu’un a joué avec mes poupées Bratz,” a crié maman singe. “Quelqu’un a joué avec mon train,” a crié bébé singe.

69 69 L’éléphant a regardé les trois singes fâchés. Il avait peur. Alors, il a couru jusqu’à sa maison. L’éléphant n’est jamais retourné à la maison des singes. Mais il a envoyé des bananes pour s’excuser

70 seine Mutter der Genie Aladdin

71 ‚Du hast drei Wünsche.’ sagt die Genie. ‚Was hättest du gern?’ ‚Ich hätte gern ______ _________________.’ sagt Aladdin. Ganz plötzlich gibt es _________ _______________. ‚Was ist das?’ fragt Aladdin. ‚Das ist _______ _________________... für dich. ‚Das ist ___________________!’ sagt Aladdin. Aladdin

72 72 eine Uhr eine Wunderlampe einen Computer

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75 75 Rubiales Y Los tres osos

76 76 Había una vez tres osos que vivían en una casa pequeña en un bosque pequeño.

77 77 Había un papá oso, una mamá oso y un bebé oso.

78 78 Un día, mamá oso cocinó una sopa. Estaba muy caliente, así que los tres osos fueron a dar un paseo en el bosque.

79 79 Mientras estaban en el bosque, una niña llegó a la casa. La niña se llamaba Rubiales. Ella se paró. Miró y entró.

80 80 Sobre la mesa había tres tazones de sopa. Quería comerlos. El tazón grande estaba demasiado salado. El tazón media estaba demasiado dulce. El tazón pequeño estaba muy bien. Así que tomó el pequeño. ¡ Demasiado salado! ¡ Demasiado dulce! ¡ Muy bien!

81 El duende de Colombia En Colombia existe un duende muy muy travieso. Se transforma en diferentes personas y animales. Hola. Me llamo el Duende. Soy muy travieso.

82 El duende de Colombia Vivo en Colombia y hablo español. Normalmente soy blanco y tengo los ojos grandes.

83 El duende de Colombia Hola. Soy un chico y soy tu amigo. ¿Qué tal? Cuando está con mi hermano se transforma en un chico. Muy bien, gracias.

84 El duende de Colombia Hola. Soy una mujer y soy tu amiga. ¿Cómo estás? Cuando está con mi madre se transforma en una mujer. Bien, gracias.

85 El duende de Colombia Me gusta la música también. Si a mi hermano le gusta la música, toca la guitarra y canta. Es muy bonito.

86 El duende de Colombia Me gusta mucho el azul también. Si a mi madre le gusta la ropa, le regala un vestido. Muchas gracias.

87 El duende de Colombia Me gusta jugar con las personas. Pero el duende no es muy bueno …

88 El duende de Colombia ¡Qué divertido! Le gusta atrapar a mi hermano. ¡Ayúdame!

89 El duende de Colombia ¡Qué risa! Le gusta confundir a mi madre. ¡Socorro!

90 El duende de Colombia Estoy cerca de tu casa. ¿Qué hago ahora? El duende viene a visitarte ….

91 El duende de Colombia Areas of language: Greetings and saying name Descriptions Family Countries and nationality Likes and dislikes Colours ++

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