The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
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Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
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Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
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Need to enhance your workflow with English learners? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
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Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. A 1+2 approach to language learning:
the story so far.
Fhiona Fisher
Acting Director, SCILT and Confucius Institute for
Scotland’s Schools
2. Who thinks languages are important?
98% of Europeans
consider mastering other
languages as useful for
the future of their
children.
Euro Barometer “Europeans and their Languages”
June 2012
3. Lots of people recognise the benefits of language
learning
A. Educators
B. Employers
C. Scottish Government
4. A. Curriculum For Excellence
entitlements
Language entitlement for learners in Scotland:
“….we expect the majority of young people to achieve by the
end of S3 a level of performance in each language skill which
approximates to the level of performance associated with
SCQF level 4. The achievement of fourth level outcomes
represents a substantial and useful level of competence
closely linked to Basic User level on the Common European
Framework of Reference for Languages (CEFR). ”
Curriculum for Excellence, Modern Languages, principles and practice
5. B. Employers
Key points from the CBI UK education and skills survey 2011:
• 76% of employers are not satisfied with school/college
leavers foreign language employability skills. This is the
highest percentage of employer dissatisfaction in the
report compared to all other employability skills.
• 61% of employers perceive shortfalls in international
cultural awareness among school and college leavers
• Only a quarter (27%) of businesses say they have no need
for additional language skills
6. C. The government commitment
We will introduce a norm for language learning
in schools based on the European Union 1 + 2
model - that is we will create the conditions in
which every child will learn two languages in
addition to their own mother tongue. This will be
rolled out over two Parliaments, and will create a
new model for language acquisition in Scotland.
(Scottish Government manifesto commitment, 2011)
7. The key points
By 2020 children will…
• be learning an additional language from P1
– S3 (L2)
• Have the opportunity to explore a second
additional language from no later than P5
(L3)
8. Every child will learn two languages (L2
and L3) in addition to their own mother
tongue (L1).
Which languages?
How and in how much depth?
9. Which languages?
• There is no hierarchy of language.
• Any living language counts. This includes
Scots, British sign language, community
languages.
• However, the first additional language (L2)
must be able to be carried on into secondary
school and be available as a NQ thereafter.
10. How and in how much depth?
• High quality language learning experiences –
active and relevant
• Progression in all four skills - listening and
talking, reading and writing
• Aiming for second level for most by the end of
P7 for L2
• L3 offers language progression and goes beyond
basic word level – transition in same language,
although ideal, is not a requirement
11. L3 – what could it look like in primary
schools?
• Children are learning Spanish for a term before
going on a trip to Spain. They learn some facts
about Spanish culture, learn to give personal
information and talk about their likes and
dislikes. They use their knowledge of decoding
texts to work out some fairy stories in Spanish.
12. L3 – what could it look like in secondary
schools?
• A month-long interdisciplinary approach in Italian with
Home Economics. Pupils learned greetings,
introductions and words and phrases connected to
healthy eating and food. They read recipes in Italian
and then prepared the dishes in Home Economics.
They set up an Italian trattoria, designed menus in
Italian and ordered and served the food in the target
language
13. The pilot schools
• 10 pilot schools, each piloting a different approach
or aspect of the report’s recommendations
• 6 primary pilots and one transition, 3 secondary
pilots
• Evaluations of almost all have been done and are
published online
• New pilot has just begun at Cairns PS (French from
nursery) from 2014-15
14. Key messages from the primary schools
• Raised profile of languages
• Increasing motivation and confidence of staff
• Enthusiasm and confidence of children
• Embedding the language makes it easier to cover
• Positive impact of ‘visitors’ who bring the work
to life and support the teachers
• Learners are not confused by studying more
languages. They use and develop their literacy
and language learning skills together
15. Challenges and next steps
• On-going training and support for existing and new
colleagues
• Need for cluster planning with colleagues from both
sectors
• Assessment and reporting
• Differentiation of resources across all stages
• Coherent, progressive learning with progression in all
4 skill areas including reading and writing
• Creative ways of delivering L3
16. Key messages from the secondary
schools
• Engaging pedagogy wins hearts and minds
• Study ‘grown-up’ themes with older pupils
• Use relevant up-to-date materials and interesting
contexts
• Use native speakers where possible
• Inserts/master-classes/short courses can all deliver
• Link to employability skills
17. Challenges and next steps
• Transition – build on prior learning
• Staffing and training
• Creative timetabling
• Uptake in senior phase - PR with pupils,
parents and other staff
• Ensuring that language learning is for all
18. Skills for learning
• Learning an additional language has a positive influence on
literacy in the mother tongue (and other languages known).
• When learning an additional language children develop and
practise skills and strategies which transfer across languages. If
taught in an appropriate way, this will also improve their
vocabulary in the first language.
• Studying a language helps develop metalinguistic knowledge
(knowledge about language) and this enhances communication
skills more generally.
T Tinsley, T Comfort - Lessons from abroad:
International review of primary languages CfBT 2012
19. Skills for Life
• According to recent research done in Canada, being bilingual
boosts an area of the brain known as the “executive control
system” in the frontal lobe that governs memory, learning,
language and reasoning.
• “ Pick a destination, go there, be open-minded and talk to the
locals. Eat the things they eat and go where they go. You don’t
need to be fluent, just as long as you’ve got a smile on your face -
people will be jumping over themselves to show you the stuff
they’re proud of.”
Jamie Oliver, Jamie Does Marrakesh, Channel 4 2010
20. Skills for Work
The forecast for 2020
•12 million fewer low skilled jobs
•15.6 million more highly qualified jobs of which a HUGE
percentage will require more than one language
Cedefop: The Widening Gap, 2012
21. So what can parents do to help?
• Be open to language learning
• Listen and encourage – share the experience!
• Online materials from companies like Radio
Lingua
• Foreign Language films with subtitles
• Cultural Organisations
22. “English is NOT enough”
Together we must help Scotland’s youngsters realise
that “English is enough” is a dangerously misleading
myth.
Modern Languages Excellence Report
23. Points for reflection…
In the UK,
only 38% people
can hold a
conversation in an
other language
Only 6% of world
population are
native English
speakers. 75% don’t
speak English at all
Only 29% of
internet “traffic”
is in the English
language
Native English
language speakers
required:
chronic shortage of
Interpreters in EU
Language skills are
useful – even if you are
not completely fluent.
24. A final thought…
❝If you talk to a man in a language he
understands, that goes to his head. If you
talk to him in his own language, that goes
to his heart.❞
Nelson Mandela