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Author: lisibo


I read an interesting article in the Guardian the other day about language learning and football – two topics close to my heart.

In the Sports Comment section under the title ‘Learning the lingo will net England brighter future‘, Louise Taylor suggests that apprentice footballers, now called ‘scholars’, should learn languages as part of their studies to prepare them for the possibility of playing for teams abroad.

Gareth Southgate recently cited the lack of players experiencing new systems and styles of play as one reason for the stagnation in the national game – learning a language would make a transition to playing elsewhere that much easier.
‘Sadly most are unwilling to step outside their lucrative, cosily familiar, domestic comfort zones and the same could be said for many home-grown managers. Instead of whingeing about continental types – often multilingual and well-educated – pinching the top jobs here, why don’t English coaches start investing small portions of their large salaries on language lessons before emigrating for a while?’

The case of Chris Coleman at Real Sociedad is mentioned – communication difficulties made his job hard – and that’s a man who tried (and succeeded to a certain extent) to learn some Spanish while he was there. Michael Owen is reported to have driven miles just to get an English newspaper when he was at Real Madrid, and we all saw David Beckham’s ‘interesting‘ efforts to speak Spanish (although he did manage to get himself sent off for some colourful Spanish at least once!) Not sure about his excuse that his cockney accent impeded him, but it is true that people can feel embarrassed about the way they sound in the foreign language. Didn’t do a bad job of his last press conference I guess!


One man who did make an effort – and actually succeeded – was Gary Lineker who learned to speak Spanish sufficiently well whilst playing for Barcelona to interview Spanish speakers like Diego Maradona on TV, and also learnt Japanese when he played for Grampus 8. But he is the exception.

At a time when the state of language learning in this country is as newsworthy as the state of our national football team, could this be an answer to both issues? Lots of young lads (and lasses!) aspire to be footballers and look up to their heroes. If it’s known that languages are seen as important, perhaps we’ll see a resurgence in the uptake at KS4? And if footballers are learning languages, they might be more inclined to travel abroad to play, gaining the experiences that might be said to be missing in our national team(s). I don’t know – but something has to change!!

And perhaps it will help them to avoid too many slip ups – although some are inevitable, perhaps they won’t be as spectacular as this one! You can even relive the moment on Youtube!

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El Toro, originally uploaded by sparky2000.

I’ve been (re)exploring Flickr this evening. I joined a while ago and uploaded some photos – but then forgot about it. As my husband was delayed by the Heathrow Terminal 5 fiasco, I had a spare few hours that i have spent browsing a multitude of photographs.

So here begins an (occasional) series of images of one of my first memories of Spain – the Osborne bull or Toro de Osborne.

More about Flickr and Osborne bull in future posts!


Hot on the heels of yesterday’s e-mail from CILT about Europe Day (see yesterday’s post), today I received a message from Pamela Powers at the European Parliament about Spring Day in Europe;

Spring Day in Europe was set up to promote learning and debate about the European Union in schools.

As 2008 is the European Year of Intercultural Dialogue, “Bridging cultures through dialogue” is the chosen theme for Spring Day 2008. It will be held from 25th March to 30th June, with a special focus on 9th May, which is Europe Day. Schools across Europe are invited to take part.

The Spring Day in Europe website provides teachers and students with ideas for events and activities in the classroom. For further information and to register your school, please look at the Spring Day website: http://www.springday2008.net

Once registered, you will have access to the full package of teaching and learning resources, activities, tools and services of the web portal.

The teacher adviser for the UK is Ian Levinson . He is a contact point between European Schoolnet and schools that register with Spring Day in Europe and is able to advise and answer questions.

Investigating the Spring Day website, it seems that there are various benefits to registering for the day – such as involvement with other classes and schools, taking part in competitions and receiving a certificate of participation for your involvement – always popular in schools with SMT :o)

Content is in 23 different languages, allowing for access to the site in the language studied as well as English, and the ability to compare text (and I assume activities) in different languages. At the same time, the whole day is based on the discovery of other cultures and traditions, thus covering ICU strand. There are online games, ecards to send and podcasts too which make my evolving techie side smile! You can find out more about activities, past events and how to register on the Spring Day for Europe 2008 site.

At the time of writing there are 1113 schools registered – I’m about to make it 1114.

What about you?

Europe Day 08

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I’ve just received notification from Ruth Churchill at CILT of some FREE resources available. Never one to look a gift horse …, I immediately investigated!

Apparently May 9th is Europe Day (I’m afraid this was the first I’d heard of it!) and the European Commission has produced a booklet to promote the day as well as provide information promoting the EU.

Here’s the e-mail:

Representation of the European Commission in the United Kingdom – Passport to the European Union
What do we know about the member states of the European Union? Whereabouts is the statue with more clothes than one would find in any woman’s wardrobe. Did they really use eggs to built a bridge in Prague? Could there still be an island where no female either human or animal is allowed? This and a lot more information on the 27 member countries of the European Union e.g. their size and population, famous citizens etc. is answered in our little booklet “Passport to the European Union” which also includes stickers of coins, flags, buildings and even a map. Children can find places for the stickers in the passport and on the map.

In order to support Europe Day (9 May) activities for young people, the Representation of the European Commission in the United Kingdom is making 100,000 copies of the Passport to the European Union available to UK schools and similar organisations completely free of charge.

You can view the booklet online and then decide if you want to order up to 100 copies per school either from your Europe Direct centre or by filling in a form online. I’m planning on using them for SODA (start of the day activity) and also for incidental work. If every class focussed on a different country, we could share notes in assembly later in the week. Kids love finding things out and with stickers and things too, it’s sure to be a hit (they’ll prefer it to handwriting too!)

So don’t hang around- there are now 100 less copies as my order’s already in!

Here’s a montage of posters used in previous years to promote the day – perhaps it’ll inspire you!

To find out what’s going on in the UK, have a look at the events diary – I like the look of the Giant European Union Pub Quiz in Wrexham! And there’s also a whole page of ideas for how your school might be able to celebrate.

SMS en español

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hla k tal? spro k b. k acs? kntm.

Sbs k digo? My typing skills haven’t deserted me – I’m texting! If you speak Spanish and/or are conversant with the language of texting, all that makes perfect sense.

I must admit that I sometimes get confused by all the abbreviations and double meanings in English – LOL is laughing out loud but also lots of love – and have to explain some abbreviations I use – I thought ROFL was universally understood as rolling on the floor laughing??

I was interested to read a recent post from Spanish.about.com entitled Spanish cell phone abbreviations – Shortcuts make text messages faster.
I wondered how the language of text would vary between English and Spanish. It was interesting to see how Spaniards use similar abbreviations to us:

  • letters and numbers just like us – gr8 = great / 100pre = siempre or salu2 = saludos
  • phonetic abbreviations as we do – cu = see you / aki = aquí
  • initial letters – brb = be right back / npn = no pasa nada

but also have borrowings like pls for por favor, and also sms for texting itself.

I wonder if we could justify texting as a suitable for Primary learning –
it’s definitely Modern, it’s Foreign to many and it’s a Language in its own right. How about it? ;o)

m1ml, b7s, a2

You may have noticed I’ve got a new widget on ¡Vámonos! labelled Where in the world…??
This follows someone (I’m afraid I can’t recall who!) Tweeting about placeSpotting.com, an online map game based on Google maps. There are numerous riddles showing a satellite picture of somewhere in the world in the top box, and in the bottom box is a Google map of the world. Your task is to find the exact satellite picture to ‘solve’ the riddle. Some people have left clues to help you – for example, I’ve just solved on with the clues

.…… Beach
Crockett and Tubbs

leading me to Miami.

Yesterday I was sent to Ullaru with the clue

Kangaroos

I’m now addicted to the site – given the cold and hail/snow, it’s a fine way to spend a Bank Holiday afternoon, improving my Geographical knowledge (not my strong point). Some of the puzzles are fiendishly hard, others are very easy – I had to find the border between France and Spain yesterday!

Here are a few puzzles I’ve made to bamboozle you – they’re not hard! Congratulations to @mrmackenzie and @josepicardo for solving the first one very quickly!

¡Suerte!


The ever innovative and very talented Leigh McClelland from Comberton Village College sent me a message on Facebook last week about a theatrical novelty taking place in the West End very soon.

Peter Pan El Musical: Spanish musical adaptation of JM Barrie‘s famous children’s story comes to the West End’s Garrick theatre from 28 March to 27 April. Peter Pan El Musical, which has enjoyed box office success in Spain, features all the familiar characters from this most English of stories – Wendy, Tinkerbell, Captain Hook and Peter Pan himself – who reveal a previously unknown aptitude for languages by performing the musical entirely in Spanish, with English subtitles. Adapted by Cristina Fargas, the show includes 14 original songs, performed by a cast of 25, led by Spanish musical theatre star Miguel Angel Gamero as Captain Hook and Mr Darling. Interesting? Lx

So I investigated further and discovered a website of excitement with photographs, music and news from the production. I particularly like all the photographs of the production.

The production is in London for a month before returning to complete the tour of Spain with Badajoz, Zaragoza and Valencia. A shame London isn’t nearer to Birmingham for a school trip but I might get there. If you want to find out more, go to the website, or here for tickets.

After my post earlier in the week about assessment I was interested to attend the session on Asset Languages at the Birmingham Primary Languages Conference. I knew a little of Asset from previous presentations but I was interested to hear if there had been any changes since I had last been updated.

John McNutt began his presentation with the statement –

‘Asset Languages is …a new way of assessing languages against the CAN DO statements of the DSCF’s Languages Ladder. It uses discrete assessment of the four skills of speaking listening reading and writing, allowing assessment to be done in as many or as few skills as wanted. It marks a move away from a content to skills based approach – not what you know but what can you do and work out with what you know; not just learning a language but learning how to learn languages.’

He gave us examples of how the first level descriptors look for Speaking and showed us by teaching us some Chinese that we all could attain this level quite easily.

  1. I can repeat a short phrase.
  2. I can ask a few questions.
  3. I can answer a few questions.

He pointed out that it’s easier to see your progress and your success if it’s in small steps like this.

Asset can be carried out through teacher assessment, external assessment or a mixture of both.
If you do teacher assessment, you can do it on your own at any time – can be done without telling pupils and you can issue your own certificates. John suggested that if the children don’t know they are being assessed, what’s the problem? Fair point I guess. He also highlighted that it is based on what pupils Can Do not Can’t Do.

I liked John’s honesty on the subject of external assessment – If you do external assessment, there is stress! So why do it? He did suggest that it could be done at the end of Yr 6 for transition documents? this caused a sharp intake of breath from a number of people as they thought of SATs and already stressed out 10 and 11 year olds being faced with more exams.

The assessments are available in a range of many languages – and it is possible that a generic English pack will be produced so that any language can be assessed – good idea! The teacher assessments can be adapted as long as they fit the can do statements although external assessments are obviously set externally.

John wanted to demonstrate that assessment can be fun and asked for a volunteer. Having been met with silence, I took pity on him and volunteered, little knowing that i had to prepare the ‘class’ for an Asset Languaeg assessment in 5 minutes! I had to teach the ‘class’ a song in another language – guess what I chose? La Vaca Lola! Soon the whole class were waving their tails and mooing in Spanish – great fun!

Advantages of using Asset:

  • A way of providing baseline data (in the future!)
  • No need for QTS status.
  • Kudos of having a certificate to recognise their achievements in languages.

So what do you have to do and how much does it cost?

Primary Starter pack – Breakthrough £75 +VAT (covers all languages)

Certificate packs – 1st pack of 125 is free, after that, costs can be as low as 26.7p +VAT

For external assessments – £1 per skill per pupil.

I asked the question – Do you have to be accredited teacher?

If you want to issue certificates, you complete the self access DVD and it covers you for all languages. As a training exercise rather than pass/fail – and you can be an accredited teacher for any number of schools. This is a change from the previous system where you had to complete the course for each language and each level that you wished to test!

Registration is free – you pay as you go!

Centre coordinator training is free and organised regionally – one day to become an administrative expert on Asset – not compulsory but recommended.

Asset seems to have adapted to become much less of an administrative burden than it used to be. I like the idea of not having to externally assess to use the system, and also the ability to reward certificates as and when you see fit (obviously assuming pupils have met the standards!) Perhaps it’s something I should investigate further – although I’m still a little reluctant!

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