Introduction to Language Futures from lf conference bc and bm


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  • On screen after Mandarin video
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  • E-mail
    Community experts
    “In other lessons it is hard for the teacher to get round everyone who needs help. In LF lessons the mentors help a lot and I don’t feel shy about asking too many questions.”
    Our mentors are not like teachers, they are more there to help.”
    Parents - Learning partnerships with parents
    Parent meetings
    Parent e-mail group
    Immersion chart
    Resources – technology, textbooks, mentors
  • On screen after Mandarin video
  • Introduction to Language Futures from lf conference bc and bm

    1. 1. Language Futures
    2. 2. Objectives To ensure participants are clear about Language Futures approach • To enable teachers to take elements of the approach to use in their own teaching • To explain how to conduct a typical Language Futures lesson •
    3. 3. The Case for making changes QCA report published in 2007 found that languages are still pupils’ least favourite subject and the one perceived as most difficult • Numbers taking a GCSE in a language fell from 61% in 2005 to 44% in 2010 (Ofsted Jan 2011) •
    4. 4. Languages Review 2007 • “This also prompts our first important conclusion, which is that a one menu suits all approach to secondary languages is not working for many of our children, and we must encourage a more varied languages offer which suits a range of requirements for young people.” (page 8)
    5. 5. Ofsted 2011 report • “Secondary schools should: • Broaden approaches to teaching and learning to enthuse students and increase their confidence, competence and ambition in modern languages” (page 8)
    6. 6. Language Futures Pedagogy
    7. 7. “The main difference between teaching mainstream language lessons and Language Futures lessons is that my role is that of a languages teacher, not a teacher of a specific language”
    8. 8. Teacher as font of all knowledge? “As I know a lot less than the students about their chosen language, it completely changes the position of the teacher in the classroom. I enjoy learning alongside the students, who enjoy seeing their teacher have a go at Mandarin pronunciation, for example! LF lessons remind me of what it was actually like to learn a language from scratch and help me to understand the learning processes ….”
    9. 9. KS3 Framework for Year 8 Five strands -Listening and Speaking -Reading and Writing -Intercultural Understanding -Knowledge about Language -Language Learning Strategies
    10. 10. Planning Theme and Learning Objective Functions Grammar Resources Challenges Role of mentor and assessment
    11. 11. Improvements Planning developed throughout the year • Clear and manageable learning objectives • Topical themes e.g. Olympic Games in summer 2012 • Language Learning Strategies and Knowledge about Language •
    12. 12. Ensuring good models of language • • • • • • Mentors - native or competent speakers of the chosen languages Extensive use of websites and other technologies Group role plays and speaking tasks Mentor feedback Mentor assessment Peer assessment
    13. 13. Involving families and the community • • • • • Meetings with parents Parents’ guide produced Immersion chart Exploring family links with chosen languages Recruitment of volunteer mentors from the local community
    14. 14. Assessment Use of the National Curriculum levels in all four language skills • Use of the KS3 Framework for Languages • Mentor training • Use of peer and on-going assessment •
    15. 15. Using time effectively • • • • • Clear definable tasks Clear guidance on using websites effectively Importance of using a range of resources e.g. textbooks, mentors, dictionaries, immersion chart Homework challenges set in line with homework policy Pupils encouraged to further their learning at home
    16. 16. Breaking down barriers to learning Blurring the boundaries between home and school learning • Learning a language should not be confined to the classroom • Mentor e-mails • Immersion chart •
    17. 17. Developing independence • • • • • • Language Learning Strategies Lots of peer and group work Giving more control to the students: “We control our own learning which I like – we also control our learning at home”. Perhaps the more independent students choose this programme? “…I didn’t just want to be told how to learn it. I wanted to be independent and learn how to learn independently.”
    18. 18. How to conduct a typical Language Futures lesson
    19. 19. A typical LF lesson • • • • • • • Three or four languages in one lesson – Spanish, Italian, Mandarin, Russian Community mentors (most lessons) Computers/laptops/iPads (many lessons) Multiple role of the teacher Student ownership of learning Peer learning Language learning as a social activity
    20. 20. “What do you like about LF lessons?” • • • • • • • We enjoy having many different languages in one classroom We like learning more independently We feel more relaxed in lessons We do more group work We feel valued and trusted as learners We control our own learning We learn from each other
    21. 21. Transformed role of teacher • • • • • • Languages teacher (i.e. not Spanish/Italian etc. teacher) Teacher as learner Pupils as teachers Language learning strategies Using other languages as a model Links to French lessons
    22. 22. • • • • • • • • • • • • • • • Clear learning objectives Series of lessons Strong links to home learning Model language in French or another language Links to French lessons (Year 7 & 8) Discussion of language learning strategies Mentor involvement Monitoring pupil learning Peer learning Teachers learning alongside pupils Learning from other language groups Sharing learning strategies Links to National Curriculum levels Links to homework and home learning Encouraging learning of key vocabulary
    23. 23. Support and resources • • • • • • • Teacher Community mentors Mentor e-mails Parents Parents’ booklet Range of resources Online resources list
    24. 24. Objectives To ensure participants are clear about Language Futures approach • To enable teachers to take elements of the approach to use in their own teaching • To explain how to conduct a typical Language Futures lesson •