A presentation given to promote discussion of how to encourage spontaneous use of language in MFL lessons.

1. Chris Fuller Talking about spontaneity www.chrisfuller.typepad.com @chrisfullerisms Chrisfullerinspain@hotmail.com

2. OfSTED “Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm.” OFSTED, “The Changing Landscape of Languages”, July 2008

3. Who am I? Spanish teacher Former SSAT Lead Practitioner Educational consultant for creativity Looking forward to getting back into the classroom A learner

4. ©Rachel Hawkes

5. Thinking about our “speakers” how would you describe your speakers - in only 7 words

6. Creating a spontaneous environment

10. hesitation words

11. opinions

13. wigs?

15. pupil elected teacher of the lesson

19. can be colloquial

20. developing during the years

21. needs planning into SoW

23. What is “Group Talk”? At Wildern School, the sustained use of Group Talk has brought about improved learning outcomes and examination results. Pupil results have clearly risen in the GCSE speaking component. Most significantly, Group Talk has raised the achievement of ‘middle boys’ whose ability to improvise oral responses compensates for a lack of revision. Wildern School’s GCSE results in MFL show boys performing equally as well as girls. Greg Horton, Wildern School

24. What is “Group Talk”? The Group Talk project was born out of dissatisfaction with traditional formulaic speaking activities, and the need to engage learners through a more dynamic and spontaneous use of language. In a Group Talk environment, pupils sit around tables and interact within small groups. Conversations are prompted by a given stimulus and then sustained through opinion, conjecture and debate. Pupils learn how to agree or, better still, disagree with the views of their peers. ‘Ni hablar!’ ‘Du spinnst!’ ‘Turigoles!’ is the language of Group Talk at its animated best. www.teachers.tv

26. interaction between a small group of pupils

27. tasks demand opinion, conjecture and debate

28. responses are spontaneous

30. (Deutsch) ist cool. Ich mag (Deutsch). Was denkst du? Ja, das stimmt. Nein, das stimmt nicht. X  X X Du spinnst! Ich denke … ©Wildern School

31.  ¡Yo también!¡Yo tampoco! ¿Qué piensas? ¡(No) me gusta! X ¿Por qué? ¿Por qué?  ¡Sí, es verdad!¡No, no es verdad! X Porque... Porque... Prefiero.. porque Pienso que... porque ..es mejor que....es peor que....es más..que....es menos..que.  Sí, tienes razón No, no tienes razón ¡Ni hablar! ¡Qué va! (no) estoy de acuerdo ¿Qué piensas? X Gracias @ Greg Horton

32. For more details of Wildern School’s fantastic Group Talk project, watch www.teachers.tv ‘s video: “MFL- Implementing the Group Talk Initiative and Other Strategies”.

33. No wrong answers

34. Mysteries

36. ¿El extranjero?Your answer must be based on the information given. FIND YOUR EVIDENCE! Write down your conclusions in full in English. ©Neil Jones

37. ©Neil Jones

38. Las Islas Canarias Las Islas Canarias forman parte del Estado Español. ©Neil Jones

39. Reading Images Who?Where? Why? What has just happened?What is about to happen? Why?

40. ©Rachel Hawkes ¿Quéva a pasarahora? ¿Dóndeestamos? ¿Quéacaba de pasar? ¿Qué o quién hay en la foto? ¿Qué no se puedever? ¿Cuándo se hizo la foto? ¿Qué se puedever?

41. Odd One Out

43. ©Rachel Hawkes

44. Living graphs © MFL Sunderland Resources

45. What’s the question? 1999 David Netball

46. Twist the question round What did you not do last weekend?

47. Word precision What is your ideal classroom like? ANSWER IN ONLY 7 WORDS!

48. Pupil bingo years 10 / 11? Important not to let the fun disappear! idea from Chris Harte, Cramlington Learning Village

49. ICT

50. Young people come to classrooms with a range of digital technology experiences, and just as we seek to build on other types of knowledge skills and experience, so too the literacy practitioner needs to understand what learners bring, and do not bring, to the classroom. Julia Davies and Guy Merchant, University of Sheffield, “Negotiating the Blogosphere: Educational Possibilities”, 2009

51. Podcasting Podcasting Digital audio recording - role of editing in the learning process - posted online - commenting facilitates AfL

53. audio descriptions

54. create their own listening exercises

55. peer grammar guides

57. iTunes Feeling bold?

58. Easispeak microphones www.easi-speak.org.uk

59. Flip cameras

61. free

62. share URLs / chat

64. Voki www.voki.com

65. Incredible Communication Tasks: speaking www.voki.com

66. Voki www.voki.com

67. Voki www.voki.com

68. Some crowdsourced ideas

69. Do they want to speak? Yes. www.chrisfuller.typepad.com @chrisfullerisms Chrisfullerinspain@hotmail.com