Below are my sketchnotes from the sessions I attended at Language World. I only attended for one day this year but I have to say that my brain was still full of ideas and inspiration by the time I (reluctantly) left for home!
Must admit that my sketchnotes this year are a bit note heavy and a bit lacking in the sketch side – must practice more!
Enjoy the gallery below and feel free to ask any questions in the comments.
Last weekend I was privileged to present once more at ALL Language World, this year held at Hinckley island.
The theme of the conference was COLLABORATION and my session was entitled Engaging Hearts and Minds. I’ve been playing with Google NotebookLM and asked it to summarise my presentation:
This presentation by Lisa Stevens advocates for a holistic approach to primary language education that focuses on connecting with students’ emotions and intellect. By fostering international partnerships and cultural exchanges, schools can broaden pupils’ worldviews, enhance their communication skills, and dismantle harmful stereotypes. The material highlights how cross-phase collaboration between primary and secondary teachers ensures a smoother academic transition for young linguists. Furthermore, the use of character-based learning, such as the “Language Superhero Squad,” helps students embody virtues like resilience, curiosity, and respect. Ultimately, these initiatives aim to elevate the status of languages within the curriculum while developing empathetic global citizens.
I admit that I was intrigued by the infographics that I’ve seen Jerome Nogues sharing on social media so i had a go, uploading my slides to see what I’d get. What do you think?
I was also intrigued to see if it could write my blog post for me. Didn’t do a bad job I have to say. Some minimal editing (removing American spelling mostly!!) here it is!
More Than Words: 5 Surprising Ways to Win “Hearts and Minds” in the Language Classroom
We’ve all been there: standing at the front of the room, pouring our passion into a lesson, only to be met with a sea of blank faces or, perhaps worse, the “polite compliance” of students who are doing the work simply because they have to. We don’t just want them to memorize verbs; we want them to find their voices. The relatable struggle for every language educator is bridging this engagement gap—moving students from “forced compliance” to a state where they are learning because they truly want to.
The secret lies in a philosophy often discussed by Lisa Stevens, a renowned language teacher [that made me smile] at Whitehouse Common Primary, Member of ALL, and British Council Ambassador. She champions the “Hearts and Minds” approach, a strategy that moves collaboration from the periphery to the very centre of the classroom. It is about fostering a community where emotional and intellectual support creates the trust necessary for deep, long-term learning.
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1. “Hearts and Minds” is a Strategy, Not Just a Feeling
Winning “hearts and minds” is often mistaken for a fuzzy, “soft” concept. In reality, it is a sophisticated pedagogical strategy. Dictionary and historical definitions describe it as gaining emotional and intellectual trust, specifically in contrast to “forced compliance,” where students accept a situation only because they have no alternative. In a primary language setting, we aren’t seeking to prevail through the superior force of grades or sanctions; we are making emotional appeals to sway our students toward a genuine love for communication.
“Mrs Thatcher said that economics is the means, and changing hearts and minds is the goal.”
Just as economics was the means for Thatcher, in our classrooms, the target language is the vehicle—but the true destination is a profound transformation in student mindset. We use the language to reach the heart, ensuring students feel safe enough to take the intellectual risks that fluency requires.
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2. The “Vision of Self” is Your Strongest Motivational Lever
To sustain effort over years rather than weeks, we must tap into how students perceive their future selves. Research by Dörnyei (2016) suggests that the “Vision of Self” as a second-language (L2) user is the highest-order motivational force. If a student can’t “see” themselves as a person who speaks Spanish or French, their long-term effort will stall.
We can understand this through the “Expectancy-Value Theory” formula: E×V=M.
V (Value) represents the “Vision of Self.” If the vision is zero, the entire equation collapses, and motivation (M) disappears.
E (Expectancy) is the student’s belief that they can actually succeed.
This expectancy is built through the “Competence” pillar of Self-Determination Theory (Ryan & Deci). When we cultivate a sense of mastery, we fuel the intrinsic motivation necessary for the journey. According to this theory, motivation is powered by three essential needs:
Competence: The need to gain mastery and control over one’s learning environment (Essential for building “Expectancy”).
Autonomy: The need to feel in control of one’s own life and goals; fundamentally, it is about having a choice.
Relatedness: The need to experience a sense of belonging and a deep connection with other people.
“The vision of who students would like to become as L2 users seems to be one of the most reliable predictors of their long-term effort.” — Dörnyei (2016)
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3. Creativity Actually Needs Constraints
It sounds counter-intuitive, doesn’t it? We often think creativity requires a “blank canvas,” but the “Constraint Principle” (Boden, 1990) argues that total freedom can actually lead to cognitive paralysis. For language teachers, constraints are our best friends.
Think of the Sentence Builder—like the ¿Qué quieres? frameworks used at Whitehouse Common. By providing a limited “wall” of options (e.g., choosing between comer and beber, then selecting from a small list of foods), we aren’t stifling the child. Instead, we are giving them a safe structure that allows them to “play” with the language. Within these narrow bounds, students find the confidence to be linguistically creative without the fear of falling.
“Far from being the antithesis of creativity, constraints on thinking are what make it possible.” — Boden (1990)
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4. Collaboration is a “Team Sport” Within the Classroom
Collaboration should be a multi-levelled experience that turns the classroom into a “community of learning.” It begins with pair work (carpet partners) where rehearsal and “thinking time” provide the low-stakes support students need to build confidence. We then scale up to groups, using frameworks like “Voice21” to practice the “team sport” of turn-taking and building on others’ ideas.
The real magic happens during whole-class “Teacher vs. Class” or “Teacher + Class” dynamics:
“Get into my head”: A high-impact game where students must predict linguistic patterns the teacher is thinking of, building a shared sense of community and pattern recognition.
“Snowballing”: A primary process for building linguistic complexity where the whole class works together to grow a simple sentence into a masterpiece.
By aligning our lessons with school-wide virtues like Curiosity, Respect, and Resilience, we create a “family” atmosphere where mistakes are celebrated as a natural part of the team’s growth.
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5. International Links Break Barriers
Connecting with pen pals or global partners provides the “why” that makes the individual pieces of grammar and vocabulary fit together.
By looking beyond our walls, we achieve several high-impact outcomes:
Mirrors and Windows: Children finally “see” themselves and their own culture more clearly while gaining a window into the wider world.
A Tangible Purpose for Learning: Language moves from a “subject” to a tool for real communication, often leading to a sudden improvement in everything from speaking confidence to the neatness of their handwriting.
Prestige and Ethos: Languages are no longer “forgotten” or curtailed; they gain status within the school, fostering a global outlook where every student feels valued.
Challenged Stereotypes: Direct contact replaces preconceived notions with curiosity and awe-inspiring “WOW” moments.
One student at Whitehouse Common captured the human impact of this work perfectly:
“Everyone is different; if everyone was the same it would be boring. It will also prevent wars from happening so the world would be calm and peaceful.”
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Conclusion: Beyond the Classroom Walls
The “Hearts and Minds” philosophy is a call to move beyond rote instruction toward a pedagogy of connection. When we collaborate across borders and within our own classrooms, we aren’t just teaching grammar; we are transforming students into empathetic global citizens.
Are we just teaching our students how to speak a new language, or are we giving them a new vision of who they can become in a wider world?
If you are ready to move from compliance to connection and continue this journey of creative pedagogy, join the conversation by leaving a comment below. Let’s build those bridges together.
Yesterday I had the pleasure of speaking as part of the Language Show via Zoom. Slightly dauntingly I was opening the conference thread For Language Teachers so i was conscious of makiing a good impression and setting a precedent for quality!
My talk was similar to the one I delivered at the Talleres de Educacción in June with some additions based on what I’ve done since, focusing on ways that the theme of animals can be used as the vehicle for primary language learning, speciifically in Spanish in my case.
Those that attended live seemed to appreciate the ideas and forgave my fast talking, particularly as time flew by and the last part was a little hurried!
I did promise that I would expland more on the books section so below you will find a list of links to blogposts on books, and also a slide showing several books I recommend followed by some notes on why.
¡Muu Bee Así fue! – love this book as, although it’s a translation, it has the rhythm and rhyme. Also love it because I read rhe English version to my chidlren when they were younger! It’s all about the noises that animals make, although some aren’t quite right…
Un bicho extraño – a lovely book that challenges the way you see things… Good for body parts and descriptions. And the Consejería de Educacción has created activities to accompany it
El pájaro, el mono y la serpiente en la selva – a story told in rebus form – that is, words are replaced by images so it encourages learners to join in.
El pequeño conejo blanco – a story about a rabbit who needs help to evict the goat that is squatting in their house but none of the other animals want to help. Good for empathy and discussing the emotional journey of the characters.
¡Mamá! – a book with very very few words – mostly just a child shouting ¡Mamá! – so great ,for practising intonation and expression, and deducing meaning using picture clues. Numbers 1-10, animals and rooms of the house would be vocuabulary that could be ‘taught’ with the story.
Oso pardo ¿Qué ves? – a classic, along with many other Eric Carle books, due to the repetititve nature of the story. Good for animals and colours (often people change pardo to marrón to link with colours but ti’s good to point out the name of the species of bear is un oso pardo)
La siesta perfecta – if everyone has to wake up on time for an event, who do you leave in charge of ensuring they do? A sloth of course! Will it manage the task? Read and find out!
Cuckoo – a traditional tale from Mexico with ‘crafty’ illiustrations
Tengo alas and Tengo cuatro patas – both very simple, very repetitive board book that lend themselves well to being rewritten and reinvented by learners.
Azul el sombrero, verde el sombrero – another Sandra Boynton book featuring animals, colours and clothing, and a repeated refrain ¡Ay caramba! [see me read it here]
If you signed up for the Language Show, you can watch the replay of my session for the next few months. If you didn’t, you can still sign up and watch all 100+ sessions at your leisure. I’m enjoying working my way through the sessions I picked out in advance, as well as a few I’ve caught along the way!
Over half term I went to Colmar to visit my youngest who is working as a British Council Language Assistant for the year. Whilst there I discovered what a beautiful and interesting place Colmar – and Alsace as a whole – is.
Whilst there, as usual I spent a while in the bookshops and picked out several books as potential purchases before settling on this one for several reasons.
It’s cute!
It’s repetitive.
It’s culturally and linguistically specific to Alsace.
The story is a traditional tale, the basis of which is familiar in many countries including the UK.
It has a moral – working together they succeed in their ‘quest’
It explains what I was eating from the bakery!
Everywhere you go in Colmar you see these two ‘characters’ –une cigogne or Störig, and une fillette avec un schlupfkapp (a little girl with a huge bow in her hair) If you click the words, you can find out more about them.
And when I went to the bakery next to where Jude was staying for our breakfast order, I saw this sign. I already knew that Jude would want one as he has been a great fan of the Grittibänz in Switzerland. However I had no idea that it had it’s own story!
So to the story. It’s one of a series of 5 stories from around France including Le Cheval de Camargue and Le Pêcheur et la sirène de Belle-Île.
The story is recognisable as it follows the same structure as the Gingerbread Man. Maman is baking a ‘mannele’ for her 7 children who eagerly await it coming out of the oven. As soon as Maman opens the oven door, off he shoots crying – “Je suis le mannele et je cours plus vite que vous. Si vous voulez me manger, il faut d’abord m’attraper!”
The children and Maman set off in pursuit and are soon joined by a knitting chicken (une poule en finette que tricote des chaussettes) a cow in slippers (une vache en schlappe) a stork carrying triplets (une cigogne qui apporte des triplés) a cycling granny (une mémé en vélocité) who chase la mannele across the countryside until he nearly runs in front of a train only to be saved by a little girl with a huge bow in her hair, riding a scooter (une fillette en trottinette avec un schlupf sur la tête) who picks him up and prevents him from being turned into une crêpe. In spite of this, le mannele still finds himself eaten as everyone goes back to the house and… Quel délicieux goûter!
The story is fun and I liked the repetition of the Mannele’s cry as well as the list of the pursuers which all contain a rhyme. However, my favourite part was the use of a glossary explaining Alsatian terms/vocabulary:
la mannele – un petit bonhomme de brioche quel’on confectionne traditionnellement à la Saint-Nicolas finette – maillot de corps schlappe – pantouffles (prononcer << chloppeu >>) Nounndabouckelnoramol! – Écriture phonétique, intrduisible un schlupf – Nœud à la alsacienne (prononcer << chloupf >>
I also learned the word une mémé which I don’t recall having met before!
Whilst in Colmar I discovered that they call the little brioche men manala (as Jude said like Malala but with an n!) I can also confirm that they are delicious!
Really pleased to be delivering a Linguascope webinar next Tuesday 7th October. I’ve been asked several times but it’s never been a good time. This time, I was asked during a post conference reception last week and the date was near enough for me to be able to say yes immediately.
I’ll be talking about the importance to me of teaching languages rather than just Spanish:
Tuesday 7th October – Lisa Stevens will be talking about how her learners call her Señora Stevens, she doesn’t see herself as a Spanish teacher but as a teacher and explorer of languages. In this webinar, Lisa will explore this thinking, explaining why she feels it’s important to consider and value all languages, and giving examples of how it is possible when the Languages Programme of Study stipulates that over KS2 (aged 7-11) pupils must have made ‘substantial progress in one language.’
You can register for the webinar for free using this link
Looking forward to seeing you – at the start and end anyway as I probably won’t be able to see anything other than my slides when I’m presenting!
In the two following weeks you can also attend webinars by Hannah White and Kerry Bevan.
Tuesday 14th October – Hannah White will share 6 fully funded ideas for bringing additional language and culture into your classroom this year. Register here
Tuesday 21st October Kerry Bevan will be joining us just before the half term break coming to share her experiences tinkering and playing with AI but to create custom reading resources which have a huge impact on learners and language learning! Register here
All Linguascope webinars are free to register and free to attend live, and are not limited to attendees from the UK – all are welcome!
As I outlined in this post, just before the summer holidays I was interviewed for a MOOC entitled Challenge, creativity and empathy: Skills for primary language teaching.
I’m pleased to say that the MOOC is now LIVE and can be accessed on FutureLearn. It’s free to complete if you are able to do it over 3 weeks although it’s possible to pay to gain longer access and official certification. [I never pay and take screenshots of the completed activities as evidence!]
I have yet to ‘log in’ as I’m waiting for the last of the three weeks to be half term in case I get behind so i can’t tell you which module my video is in, but I look forward to find ing out – although I probably won’t watch it as I am my own worst critic!
In spite of not having done it yet, I’m confident that it will be a worthwhile, profitable learning experience as I have completed a previous MOOC with Dr Alison Porter from University of Southampton and Professor Suzanne Graham from University of Reading, as well as taking part in the DELTEA project with them.
I’m excited to be speaking once more at The Language Show 2025. Held annually, this three day event has latterly been held online and this year comprises nearly 90 sessions.
My session is entitled Animal Magic or Animania. details below.
It’s a bit daunting to be kicking off Friday, and in fact the whole event, in the For Language Teachers thread; however I’ve done it before and know that the number that attend live is always much smallere than those who have signed up and will watch later. In fact, that’s exactly what I do!
At £13.50 for access to the whole three days live and also on playback for about 11 months, a ticket is very good value when there is such a variety of sessions in three threads: *For people who love languages – Talks, tasters, entertainment and insights *For language teachers – CPD for teachers in primary, secondary, HE, FE, adult *For language professionals – Interpreters, translators and those who want to put their languages to work.
You can find out more on the website where you can also buy tickets
Here are some of the sessions I’ve picked out as interesting me. One’s even caught the eye of my [non linguist] husband!
I’ve just attended a webinar run by the British Council to launch a brilliant resource that links to the Women’s Football European Championships that begin next week in my beloved Switzerland.
As the British Council site says:
Developed by the British Council, in collaboration with the Football Association of Wales (FAW) and funded by the Welsh Government’s Euro 2025 Partner Support Fund, this resource supports key curriculum areas while promoting languages, gender equality and international collaboration.
Designed for learners aged 9-13 (but it was decided by those at the webinar that parts would be perfectly accessible for younger learners) the resources explore the languages of the participating teams as well as linking to PSHE, sport, geography and wider issues such as gender equality and inclusion.
I particularly liked the language part where learners are encouraged to match the language with the country and also these two activities that I thought sounded great fun and also give children choice and control over the language they want to explore.
The resources are freely downloadable from the British Council website here, and if you teach in a Welsh medium school, they are available in Welsh too.
I’m going to explore further and use some of the activities with Y6 as it’s that time of year and I feel they’d enjoy it. I also think it’s good to have a debate about equality in sport and discuss why women’s football was banned for so long (do the children think it’s unfair?)
If you use the resources, please share on social media or email the British Council as they and the Football Association of Wales (FAW) who worked with them and and the Welsh Government’s Euro 2025 Partner Support Fund that funded the resource would love to know how it’s gone.
So – congratulations Y Dreigiau on qualifying. I’ll be supporting you just as long as you’re not playing the Lionesses (13th July)
It was my great honour to be invited to speak once more at the Talleres de español in London last weekend. Hosted by the Consejería de Educacción at Instituto Vicente Cañada Blanch, the day was packed with sessions focused on good teaching and learning in the Spanish classroom.
After the keynote delivered by the inimitable Bernadette Holmes, I attended a workshop led by Sara Alonso Jimeno all about using music and art in the primary Spanish classroom – AICLE con ritmo y color before moving on to a session led by Irene Carmona Velasco from the Europa School who was talking about creativity and technology – Español en movimiento.
Lunch as usual was delicious and the Estrella Galicia was very welcome on a hot day.
In the afternoon, I delivered my talk entitled Animania based around using animals as the starting point to explore learning in the Spanish classroom. I started by talking about choosing and ntroducing vocabulary, and SPaG in Spanish complimenting and reinforcing English. My second section was about using ‘noise’ – animal sounds to encourage participation, making an animal symphony and songs that can be used for a multitude of reasons. The third part was focused on reading and ideas for exploiting books – and I have so many of them! Following on naturally from here we explored creativity and culture, and giving learners agency for their learning by providing a structure that they then innovate. Finally the focus moved to how Spanish can be used in a cross curricular way in PE, Science, Geography, PSHE and for outdoor learning.
The day ended with a Zumba class – what a way to end the day, singing, dancing and perspiring profusely whilst having fun!
I’m very much looking forward to the Talleres de español at Instituto Español Vicente Cañada Blanch in London. This yearly event organised by the Consejería de Educación en Reino Unido e Irlanda and la Junta de Castilla y León is always well worth attending not simply for the learning but also for the delicious lunch! I’ve attended many times before and always look forward to it.
As you can see, there are streams for secondary and primary contexts as well as general sessions. This year there are several based around the arts – acting, dancing, music, fashion – and I am particularly looking forward to rounding off the day with some Zumba!
My session will be entitled Animania and will take, as the name suggests, animals as a theme and look at how they can be used in the primary classroom. Ideas will include using fiction and non fiction texts as well as music, movement and poetry, and discuss grammar, phonics, progression and motivation along the way.
And if you’d like to get a taste of previous years’ Talleres, there’s an archive here or you can find out my thoughts on previous events in these posts 2022202120162011a2011b
