Oldham Strategic Learning Network 9 Oct09
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This document outlines the agenda and action plans for the Oldham Strategic Learning Network for Languages meeting on October 9th, 2009. The main objectives are to raise achievement in key stage 3 by developing language skills and improve motivation in years 8 and 9 to increase uptake at key stage 4. The agenda includes introducing the new framework, sharing current good practices for developing productive language skills, building intercultural understanding, and motivating students through creativity. Teachers are asked to try a new idea in their classes and blog about it on the network website to expand their repertoire of teaching strategies.
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The document outlines an English Essential Workshop program designed to enhance students' cohesive writing skills. The program will have three targeted student groups - excellent, intermediate, and weak - and provide modules focusing on writing fundamentals like content, grammar and vocabulary, applying vocabulary in writing, and incorporating knowledge and critical thinking. The excellent group's more advanced program involves online sessions exploring writing structures and intellectual mindsets. The intermediate group will have a shorter online session led by an external teacher. Weaker students will have on-site sessions with panel teachers. The total cost of the program is estimated to be RM1100. The goal is to help students strengthen their English proficiency and writing abilities to succeed in exams and career.
Bringing It All Together
This document discusses several topics related to implementing the secondary curriculum for modern foreign languages in the UK, including:
- An overview of the renewed Key Stage 3 Framework and how it can be used, along with guidance, exemplification, and an online planning tool.
- Suggestions for creative approaches to planning schemes of work, such as using themes, interdisciplinary learning, and learning outside the classroom.
- Examples of contexts that could be used at different year levels to develop language skills and cultural understanding, including sports, travel, and current events.
- Ideas for outcomes like presentations, poems, and promotional materials that allow students to apply their language skills.
- Questions about measuring the impact
2012 ncca oral lang early childhood
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
LP Interview Presentation
This document discusses using blogs, podcasts, and Content and Language Integrated Learning (CLIL) to improve motivation and learning in modern language classrooms. Blogs allow students to publish work internationally, receive peer feedback, and assess their own learning. Podcasts help students practice speaking and learn outside of class through activities like role-plays and grammar exercises. CLIL incorporates topics from other subjects into language lessons, providing real-world context and cultural awareness while developing both communication and thinking skills.
Principles and Theories of Language Acquisition and Learning (1).docx
1) The document is a course syllabus for ELS 102 Principles and Theories of Language Acquisition and Learning at Northern Negros State College of Science and Technology.
2) It outlines the course description, prerequisites, credit hours, learning outcomes, topics to be covered, teaching methods and assessments.
3) The major topics include theories of first and second language acquisition, factors that affect acquisition, and processes and issues in acquiring a first and second language.
Planning
This document discusses lesson planning and the use of tasks in language teaching. It argues that a lesson plan serves as a map to guide teaching, but teachers must also make decisions along the way. Effective tasks focus on meaning, have a clear outcome, and engage students in using language through listening, speaking, reading or writing. A task-based project example is provided, outlining aims, topic, input, tasks, interaction, materials and timing. Elements that should be included in an annual syllabus are also listed, such as objectives, units, schedules and evaluation criteria. Teachers are advised to define clear learning objectives and formulate units with selected content and sequencing.
Northlands presentation
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
Similar to Oldham Strategic Learning Network 9 Oct09 (20)
TPCK: Use of ICT to teach/improve the speaking of English
TPCK: Use of ICT to teach/improve the speaking of English
New Roles, New Courses: Language Programs and Campus internationalization
New Roles, New Courses: Language Programs and Campus internationalization
Shaping the Way We Teach English at the Lebanese University
Shaping the Way We Teach English at the Lebanese University
New secondary curriculum and repurposed framework knowsley15 april
New secondary curriculum and repurposed framework knowsley15 april
Techniques in oral presentation & conducting a research presentations
Techniques in oral presentation & conducting a research presentations
Principles and Theories of Language Acquisition and Learning (1).docx
Principles and Theories of Language Acquisition and Learning (1).docx
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Linguascope2018
This PowerPoint presentation discusses developing language learners' independence through creative grammar instruction. It covers teaching grammar concepts like gender, plurals, adjectives and verb conjugation using literature, music and ICT. Various translation activities for KS3 are proposed, including translating sentences, gap fills, and musical translation. The presentation emphasizes motivating students and helping them apply grammar concepts independently in their speaking and writing.
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This PowerPoint presentation discusses creative ways to teach grammar through speaking and writing activities. It provides many examples of activities that playfully engage with the sounds, words, and structures of the target language. These include poems, songs, word games, translations, and using digital tools. The goal is to make grammar learning more engaging for students by moving beyond traditional methods and incorporating creativity.
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This PowerPoint presentation discusses using literature to teach foreign languages to all students. It begins by defining literature and examining the benefits of using it, such as engagement and motivation. Some challenges of using literature, such as adapting texts and cultural references, are also outlined. The presentation provides many examples of poems, stories and songs in French and Spanish that could be used, as well as activities like recitation, translation and discussion. It emphasizes making literature accessible for all students.
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This document discusses translation in language learning from key stage 2 through 5. It addresses translating into both the first language (L1) and second language (L2), exploring issues of literacy, vocabulary and grammar development, and cultural understanding. A range of tools and approaches for translation are presented, including the use of online resources, literature, news articles, social media posts and songs. Benefits and challenges of different translation activities are considered.
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This document discusses using technology to motivate language learning in the classroom. It provides examples of using online resources and tools to build vocabulary, link receptive and productive skills through grammatical deconstruction and reconstruction, encourage advanced reading and listening to increase independence, and manipulate the language through grammatical application and creativity. Specific websites and apps are recommended for activities like collecting vocabulary, practicing verbs and sentences, reading texts, listening to songs and dialogues, creating poems and songs, and keeping up with other language teachers through social media groups.
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Slides from my presentation at the Practical Pedagogies, conference at The International School of Toulouse, October 2015.
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This PowerPoint document discusses strategies for teaching languages at Key Stage 3 (KS3) in light of upcoming changes to the curriculum. It provides ideas for using literature, music, and digital tools to teach grammar creatively. Some key points discussed include the gradual implementation of the KS2 curriculum, the end of levels and controlled assessments, and developing independent language learning skills. Various techniques are presented for teaching sentence structure, vocabulary, pronunciation and translation through activities involving words, songs, pictures and movement.
Any excuse for a song sat
The document provides guidance for using songs to teach grammar in the classroom. It includes a mental checklist for selecting appropriate songs that considers themes, language level, and cultural relevance. It also discusses strategies for musical translation, such as comparing lyrics to transcripts and translations. Resources for finding suitable songs, activities, and online tools are recommended to support grammar instruction through popular music.
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This document provides a list of online resources to help motivate language learners through differentiation, including links to download presentation slides, audio editing software, text-to-speech tools, photo sharing sites with images for teaching languages, tag clouds and word art generators, graphic organizers, mind mapping software, and tools to support differentiated activities. It was written by Isabelle Jones, Head of Languages at Alderley Edge School for Girls.
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This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
Rastrick speaking session
This document outlines strategies for developing speaking skills in the foreign language classroom through the use of target language, structured speaking activities, and technology. It establishes the importance of effective target language use and considers a range of activities to enhance speaking, such as role plays, interviews, and debates. It also evaluates how information and communication technologies, like online tools and recording software, can be used to motivate students and develop oral proficiency. Sample speaking activities are provided along with examples of how technology could enhance activities. The document provides resources for teachers to plan targeted speaking practice and assess student progress.
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This Powerpoint presentation discusses promoting independence in foreign language learning. It addresses why developing independence is crucial, potential barriers and opportunities, and tools to support independence. Specific tools and strategies mentioned include using personal learning and thinking skills, self-assessment, peer teaching, parallel texts in the target language, and highlighting known words to build confidence. The goal is to create future-proof learners who can better understand and use the target language independently.
Edge Hill EAL session handout oct 2014
This document provides resources for supporting English as an Additional Language (EAL) students in the modern foreign language classroom. It lists details of a training session on this topic, along with links to websites, blogs, and organizations that offer strategies, tools, and information. These include the National Association for Language Development in the Curriculum, the British Council EAL project, text-to-speech and visual search software, graphic organizers, and articles on educating EAL students. Additional documents are available at a Dropbox link.
2014 supporting the eal students in the mfl classroom
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
Merseyside Languages Conference 2014
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Oldham Strategic Learning Network 9 Oct09
- 1. Oldham Strategic Learning Networkfor Languages,Friday 9th October 2009
- 2. Rationale for a SLN Peer-to-peer training Local network Deepening links-Whereisthe expertise? Focus on The New Framework Overlapwith the New Secondary Curriculum
- 3. Action Plan for 2009-10 Changes in approachfrom CILT Pupils’ outcome to bequantified Mid-yearassessment/ finances Focus on KS3/4 transition or Primary
- 6. Agenda Introduction to the new framework 2. Current good practice to develop productive language skills 3. Intercultural understanding and cross- curricular activities Motivation through creativity Building up our repertoire Dates for twilights and last session
- 10. Cross-curricular does not have to be CLIL
- 11. We are the only subject that really cando cross-curricular as we are a medium
- 14. Using action to help memorisation
- 15. Raps from a model e.g. Using time phrases
- 20. Tell us what the idea is
- 21. Put a blog about what you have done about it on our NingNetwork before our next meeting http://oldhamsln.ning.com/
- 22. Developing Networking To Expand Your Repertoire There are never enough good ideas. Discussing other people’s ideas can make You generate your own. You need to know what tools are available In order to use them. Look at practice locally, nationally and Internationally. http://oldhamsln.ning.com/
- 23. Developing Networking To Expand Your Repertoire: THE TOOLS Ning Diigohttp://www.diigo.com/user/isabellejones Twitter http://twitter.com/icpjoneshttp://tweepml.org/MFL-Twitterers Flashmeetings/ TeachMeets http://flashmeeting.e2bn.net/fm/46ff1c-7199 http://isabellejones.blogspot.com/2009/10/audio-in-mfl-teachmeet-north-west-2nd.html Blogs and podcasts http://www.icpjones.blogspot.com free educational podcasts on itunes http://oldhamsln.ning.com/ http://onlineplns.wikispaces.com/ More information on...
- 25. Tell us what the idea is
- 26. Put a blog about what you have done about it on our NingNetwork before our next meeting http://oldhamsln.ning.com/ http://www.wallwisher.com/wall/icpjonessln9oct09