primary languages – ¡Vámonos!
 

Category: primary languages

Find out more https://www.delegate-reg.co.uk/lw2022/

It’s nearly time for the annual ALL (Association for Language Learning) conference Language World. I first attended Language World in Oxford many many years ago and it’s remained an important date each year ever since.

After a year online in 2021, Language World returns to being face to face this year. Taking place in Sheffield at The Quays Hotel, it promises to be two days of discussion, thought and learning and I for one am really looking forward to it.

This year the theme is Language Learning for Social Justice, and sessions relate to the theme of ensuring that ALL learners have access to high quality language learning opportunities, irrespective of age, gender, socioeconomic (dis)advantage, mother tongue or heritage.

The programme looks really interesting and I’m particularly looking forward to sessions by:

Hannah White
5.1 Use the work you do to support EAL pupils in the Primary Languages classroom to create an inclusive curriculum and improve teaching and learning for EAL pupils throughout your school

Eleanor Chettle Cully
1.3 Isn’t it time we moved beyond ‘diversity’? Practical strategies for decolonising the primary MFL curriculum

Marion Devons
8.2 Don’t take me out! Why children with SEND or EAL should stay in your language lessons and how all children will benefit (I feel passionately about this as you can see here.)

and this really interesting looking session
4.1 Inspiring Young Multilingual Activists through Digital Technology and the Arts

In fact, there are so many session that interest me that it’s quite tricky choosing sometimes!

I’ll be speaking on Friday at 215 about “Literature”
3.4 Using ‘Literature’ to support Primary Language teaching and learning This session will consider what is meant by ‘literature’ before moving on to explore how it can be used in the primary languages classroom as a great way to support language learning. Whether as a way into a topic, to support phonics or prosody, as a sample text to be adapted or as a way to support inclusion and challenge insularity, allowing learners to see themselves in their learning, literature is a powerful tool in our toolbox.

Want to join me? You can find out how here

Looking forward to seeing you there!

Find out about my experiences at previous Language Worlds by following the links below!

Reflections on Language World 2008
Absorbing Language Learning 2009
Language World 2010 and various posts following including Raising Global Awareness and Creativity talks as well as sessions by Clare DoddLiz Black Cynthia Martin Oh, and my session – Bricklaying for beginners!
Language World 2011 – my session Entitled to enjoy Primary Languages and many other sessions by Chris HarteJan Lewandowski and Liz Fotheringham
Language World 2014 overview     Session on apps
Language World 2015 in sketchnotes
Language World 2016 in sketchnotes  Session on Sketchnoting
Language World 2017 in sketchnotes
Language World 2018 in sketchnotes My session Using Technology for collaboration 
Sue Cave’s session – Language Detectives Primary Show and Tell
Language World 2019 – The Sketchnotes My session on Supporting learners’ understanding and enjoyment of stories in the primary languages classroom.
I was briefly at Language World 2020 but didn’t blog it as it coincided with a particularly stressful time – including lockdown beginning a few days later!
Language World 2021 My session on Take One Book v2 My sketchnotes

A few weeks ago I presented at The Language Show Live. My subject was Using ‘literature’ to support Pirmary Language teaching and learning. You can read all about it here.

At the time, people could only access the session if they had bought a ticket (although I shared my slides in the post above!) The good news is that anyone who wants to catch it can now watch the video via The Language Show channel on Youtube. In fact, you can watch any of the presentations – and there were many!

The list of presentations is available here and by clicking on the link at the end of the description, you can view a recording in most cases. I’ll be catching up on several as I missed the majority of the week preparing for a school visit to Austria!

My presentation is below. And if you fancy sharing your favourite tipple and/or snack for watching conference presentations, please feel free to leave a comment below.

BTW I had a glass of Grüner Veltliner at the end 😉 🥂 If you fancy sharing your favourite tipple and/or snack for watching conference presentations, please feel free to leave a comment below. 🤣

This evening I presented at The Language Show. For the second year running, this was not at Olympia or Earl’s Court, but from the comfort of my dining room. I was joined by a good number of attendees given the timing (1715 of a Friday evening) including at least one who was enjoying their Saturday morning coffee in the States, others enjoying a cup of tea and another with a G&T. Sounded good to me!

My presentation was on the theme of Using ‘literature’ to support primary language teaching and learning and, having looked at the National Curriculum Languages Programme of Study for some context and a dictionary for a definition, I launched into my talk during which I highlighted a number of types of ‘literature’ and the reasons why we might choose that genre, before giving some examples and some ideas of how they can be used to engage, inspire, teach and provoke in the primary language classroom. I shared some sequences of activities as well as referring to a number of posts that explain in greater detail what I wanted to share.

Below are the slides – if you have any questions or just want a comment, please leave it below or tweet me @lisibo

It’s not too late to sign up for Language Show which continues on Saturday and Sunday. Find out more here.

My trip to Acapulco today was very exciting. Perhaps not as exciting as a trip to actual Acapulco but I was spared the looong flight as it was able to attend the ALL Primary Languages Conference online from the comfort of my own dining room!

As part of the day I delivered a presentation entitled Not another worksheet Miss! a compilation of activities for ambitious primary language learners, whatever their age or ability. I whipped through as many as I possibly could in the time given but as usual I had far more to say that time allowed.

As I said at the time, these activities are not all mine, and I acknowledge my debt to the language community for sharing their ideas, particularly members of LiPS and my professional learning networks on social media. Ideas form over time and sometimes I honestly can’t recall what triggers an idea so whilst I have tried to give credit where it’s due, if I have failed, I apologise. Here’s a document that includes links to resources as I don’t think Slideshare is clickable!

I promised to fill in the gaps I left particularly towards the end with the last section. Slides 37-45 contain links to posts on this website that explain what I would’ve said in detail so I’ll focus on the final ‘sequence’ that I didn’t have a chance to explain.

As it’s easier, I’ve made a short video explaining what I wanted to say. Hope you find it helpful. UPDATE – Here’s the link as I’m having trouble embedding it and it’s getting late!

If you have any comments, questions or want to add your own activities, please feel free to comment below.

Today I have spent my Saturday in Acapulco. Sadly not in Mexico but the online conference run by ALL.

Between 9am and 3pm, there were 6 presentations all on the theme of An Ambitious Primary Language Curriculum for all.

I’ve shared previously (and done whole training sessions about) how I find sketchnoting really helpful to aid listening to, processing and also retaining what is said during sessions, and today I decided to get out my pens and paper to record the day.

Obviously I couldn’t sketchnote and present at the same time (I’m clever but not that clever!) so there are only 5 in my collection but I hope that you find them helpful.

If you signed up for the conference, you will receive a link to watch the recordings. If you didn’t, this will hopefully give you a taste! It was an excellent way to spend a Saturday although I’m now going for a run to help me further process my thoughts.

My overriding thought – well, it’s actually Clare Seccombe’s thought but I’m SO with her on this!

“We owe it to the children to get this [an ambitious primary languages curriculum] right – they can’t be ambitious if we are not ambitious on their behalf for a cracking languages curriculum that really works.”

Clare Seccombe @valleseco
taking us through the rollercoaster of primary Languages over the last 20+ years and provoking us to look to the future that we owe our learners. www.lightbulblanguages.co.uk
Kate Percival Primary Languages Network offering us an insight into the role of the primary languages coordinator – what do we need to do and how can we best enable that ambitious curriculum?
Vicky Cooke @MsVCooke shared how to bring order out of “chaos” as we plan our ambitious curriculum – what do we want our learners to achieve and how will we help them get there?
Ellie Chettle Cully @ECCMFL gave us advice on how we can facilitate ambitious learning for ALL learners, those with SEND as well as the ‘high flyers’, emphasising that ‘accommodations’ often benefit everyone in the class not just those for whom they are made! https://myprimarylanguagesclassroom.com/
Marie Allen brought the day to a close explaining her model of assessment and clearly explaining the rationale behind and process of ensuring ALL stakeholders (learners, school, OFSTED, secondary colleagues) understand the progress being made.

Notes on my presentation will follow later!

At a loose end on a Saturday morning? Fancy some free CPD? Have a short attention span and prefer your learning in 20 minute or even 5 minute bursts? Well, TM MFL Icons is the thing for you!

Between 10am and 12.30pm today (Saturday 16th October) there will be a live stream of short presentations on a variety of language learning themes. Some of the session titles include:

Labels limit – engaging boys in MFL
Target Language Talk
SEND and MFL – What worked (and didn’t) for us
Making CPD about more than just activities to try. Understanding the ‘why?’


And I’ll be taking 5 minutes around 11.50am to explain this title.


If you’re interested, you can sign up here and follow on Twitter @tmmflicons #TMMFLIcons. Can’t make it this morning? Sign up and you can access the recording!

Interested in other subjects? Have a look at the Teachmeeticons home page to see when you can access CPD in other areas of the curriculum.

Fun in Acapulco starring Ursula and Elvis, or is it our hosts, Sue Cave and Steven Fawkes?

Following on from the success of last year’s event , it’s time for the second (online) ALL Primary Languages Conference. Colloquially (and rather romantically) known as Acapulco, this event on Saturday 6th November promises to be another memorable event.

The conference title is An Ambitious Primary Languages Curriculum and features a keynote from Clare Seccombe followed by sessions from Kate Percival, Vicky Cooke, Ellie Chettle-Culley, Marie Allen and someone called Lisa Stevens 😉 If you use Twitter, the hashtag will be #ALLplconf.

I’m really looking forward to a quality few hours of ideas and inspiration and hope that you can join too.

If you’re a member of ALL or a trainee student it only costs £5 otherwise the cost is £25. How do you become a member of ALL? Find out here! Heads up – you can join as a primary school for £50 which is less than an individual!

The programme is viewable here and you can register here.

Today I had the pleasure of presenting at the Talleres de español in London. It was lovely to see people in real life rather than through a computer screen, and it was definitely worth the trip from Birmingham. As always Instituto Español Vicente Cañada Blanch was buzzing with chat and the food was delicioso. Not many conferences where you are given a glass of wine with lunch, or finish the afternoon dancing or learning about jamón y vino! Thanks to the Consejería de Educación and Junta de Castilla y León for facilitating the day and to Baroness Coussins for her inspiring start to the day. It’s good to know that there’s someone passionate about languages fighting hard and trying to make change in the corridors of power. “Talking about languages in Parliament often feels like wading through treacle. [But it’s about] doors opening and horizons widening. The beauty of languages is that there is a win-win waiting to be claimed.”

As promised here is my presentation. I spoke about Take One Book in Spanish and my presentation is below. In a future edition of TECLA you’ll be able to read a summary of what I said in Spanish (I hope!)

https://www.slideshare.net/lisibo/take-one-book-talleres-de-espaol-2021

All the videos and activities I mentioned in the presentation are bookmarked on a Pinterest page. A warning – Pinterest may be blocked in your school (it is in Birmingham schools) so it may be that you have to access the links at home and save them elsewhere, but this is the easiest way to collate them. And here is the vocabulary for the Tesoro o basura activity.

Feel free to ask questions in the comments below; likewise if you have any ideas of your own that you think would work well.

¡Danza del Corral!

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Another (new to me) book by Sandra Boynton

Following on from my previous post, I also purchased this book. Whilst not a new publication, it’s new to me and I thought I’d share how I might use it.

This book also features Sandra Boynton’s trademark quirky animals with all the favourites including cows, pigs and the funky chicken!

Here’s the opening of the book that sets up the ‘story.’ What do you think it’s about? I’d encourage learners to use the cover picture, the illustration on p1 and the text to try and work it out. What are the animals on the cover doing? What is the cow doing? I’d expect ‘dancing’ and ‘playing an instrument/singing’ to be included in the responses. Depending on the learners’ knowledge of music/life experiences, they might put the dancing and the fiddle together to mention barn dancing, but some might need a bit of a steer in that direction. You could show a video of some barn dancing to give them an idea!

Next I’d look at the text. Which words can you pick out and suggest a meaning? ‘Aplauden’ (clap/applaud) and ‘danza’ (dance) are the most obvious but watch out for false friends ‘corral’ and ‘pies’! If learners have met body parts they might recognise ‘pies’ and possibly ‘manitas’ from manos (several finger rhymes that my learners have met include the word manitas though) So what are the instructions? Stamp your feet and clap your hands. Again, I’d expect my learners to recognise ‘¿listos?’ as I use it often, but it would be a good opportunity to learn it otherwise. So, are we ready for the barn dance?

The book then continues with instructions to do an action with an animal. Above we have hopping with a bunny, walk with a duck and dance with the mad chickens, clucking all over the place. Below you can see that there are also animal sounds to explore – which animal makes these sounds?

The whole book is one long dance routine and it’s a great text to get learners involved!

Here are some ideas!

  • Read the text and learners do the actions.
  • Give learners an animal and they stand up or hold up a picture each time their animal is mentioned.
  • Match the animal to the action. ¿Brinca o galopa con el conejito? Brinca con el conejito. ¿Y con los pollos locos? Baila con los pollos locos
  • Match the sound to the animal. ¿Qué dice beee – una vaca o una oveja?
  • Explore more animal sounds; compare English and Spanish animals; explore other languages. I’ve got a great book called Animals Speak that would be great for this! (This post is about it, and another Sandra Boynton book!)
  • As learners move around, hold up an animal picture and they change the way they’re moving according to the story.
  • Follow the instructions and have a barn dance!
  • Rewrite the instructions replacing the animals with members of the class – baila con Charlie; brinca con Evie; da vueltas con Israel; corre con Mariah etc
  • Make up a routine with each learner adding a new move to the previous one(s) like Granny’s Shopping – how many moves can you remember and perform?
  • Work on verbs – lots are -ar so could you work out how to say I jump if given the verb paradigm of a regular -ar verb?
  • Make your own dance routine using the verbs
  • Alter the instructions so it’s not brinca CON un conejito (jump/hop WITH a bunny) but brinca COMO un conejito (jump/hop LIKE a rabbit) then write your own sentences for a game that could be played in PE or at break!

Those are just a few activities that immediately spring to mind – do you have any to add?

A new book from Sandra Boynton

In the post this morning I received an exciting package – a new book that I wasn’t expecting until mid September! I love Sandra Boynton books – Moo Baa La la la was one of my sons’ favourite books as toddlers and Azul el sombrero, Verde el sombrero was a massive hit when I recorded it for KS1 in lockdown (I received several reports and even videos of children exclaiming ¡Ay caramba!) so when I saw that she’d published a new book, I preordered it!

The book is all about emotions. Here’s the opening page that sets up the whole book:

Each page then features an animal and an emotion. Here are the first two pages:

All the emotions go with estar and include enérgico, gruñón and contenta. As you can see from the sample pages and the examples I’ve given, the adjectives are presented in masculine – enojado, enérgico – and feminine – contenta – forms as well as those that are unchangeable – triste, feliz.

I love the illustrations which make the book. All the animals have their own characters and also demonstrate their emotion brilliantly. I also like that there is some more unusual vocabulary like complacido (contented/pleased with yourself) and confundida (confused) which opens up discussion of confounded being another (stronger) way of saying confused.

The final message of the book is that whilst the hope is that everyone is happy, it’s OK if you’re not, you’re amongst friends and that emotions change day to day.

It’s a lovely stand alone book but would also be good to introduce and/or review :-

  • animal vocabulary
  • estar + adjectives
  • use of muy (and potentially bastante) to qualify the extent of the feeling
  • masculine and feminine nouns (cerdo and hipopótamo are masculine nouns but are presented in feminine form as the animal is female)
  • the diminutive -ito/a
Una rana contenta

Having read the book, I’d try some of the following:

  • Asking the question ¿Cómo estás? and looking for a reply starting Estoy... (I am….)
  • Ask the question ¿Cómo está (animal)? to use the 3rd person with replies (animal) está (emotion) which requires learners to swap the indefinite artilce in the text for the definite article in their reply e.g. ¿Cómo está la rana? La rana está contenta
  • Make new sentences about animals and emotions based on pictures (see below for some possible ones!)
  • Make similes using the structure [adjective] como [animal] e.g. enfadado como un león; hambrienta como una cabra; listo como un búho

I thoroughly recommend the book – and all of Sandra Boynton’s books as they’re great fun but also great to spark ideas and activities.

What do you think?

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