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IMAGO Conference Centre
Friday 22nd-Saturday 23rd March 2019

This last weekend I have attended the annual ALL conference, Language World, in Loughborough. It’s been as inspiring and thought provoking as usual and it’s been lovely to see friends old and new. Given the current political atmosphere, and the issues facing languages in particular, it was great to find that a spirit of optimism prevailed and that there was a resolve to ride the storm together and come out the other side stronger amongst speaking and delegates alike.

Once more I was asked to be ‘official Sketchnoter’ which basically involves sketchnoting (which I’d do anyway!) but in real time to be posted as soon as the session was completed on a display board outside the main conference room as well as on Twitter. A little more intense and stressful than doing it in my notebook and tidying it up and making it pretty later! Still, I enjoy the challenge and it was again good to eavesdrop on people admiring the sketchnote display without knowing I’d done them.

Opening address by Jane Harvey, President of ALL
https://www.all-languages.org.uk/
Ellie Johnson talks about SEND in the MFL Classroom.
Vicky Cooke talks about the skills of the primary linguist.
Michael Wardle, HMI MFL Lead talking about the new OFSTED framework for inspections.

Clare Seccombe aka @valleseco talks Goosebump Moments
lightbulblanguages.co.uk
Professor David Crystal – I could listen to him for hours!
Lots of links to look up here!
Noelia Rivas and Sara Montero talk CLIL in their primary language classrooms.
www.networkforlanguageslondon.org.uk/resources/
http://francaispourloulous.blogspot.com/

Dr Rachel Hawkes of The Cam Academy Trust and Co-Director of NCELP
https://ncelp.org/rachel-hawkes-speaks-at-the-all-language-world-conference/
Sue Cave talking about Creative Writing in KS2
https://www.cavelanguages.co.uk/
Clare Mouat of SCILT talking about engaging parents families and communities in primary language learning.
https://www.scilt.org.uk/

Below are links to all of my sketchnotes in PDF form plus one containing them all at the end. Hope you find them helpful!

Friday 22 – Saturday 23 March 2019 at Imago, Loughborough

Language World 2019: Speaking up for Languages

Now that the holidays are drawing to a close, and thoughts turn to work once more, it’s a good time to think about how the next year will pan out in terms of teaching and learning. You might be considering how to move forward with your appraisal targets, looking to discover new ideas or simply seeking to refresh yourself with some camaraderie and inspiration.

I’ve found that Language World is a perfect place to do all three of those things, and I’d encourage you to consider attending. As the website says:

The Association for Language Learning’s annual conference and CPD event offers a packed programme with speakers from across the languages sector which attracts up to 250 participants a day, with a large number coming from primary and secondary schools.
– It’s an exhibition: a large and varied exhibition showcasing the latest in language learning resources and support
– It’s a real boost to your teaching: a great way to recharge your batteries – a two day shot of ideas, advice, debate and inspiration
– It’s a celebration: get together with other language teachers from around the UK, and around the world…… at Language World!


The programme is always strong but this year it includes plenary sessions from Heather Fearn, Ofsted Language lead, Suzanne Farrell, ASCL and Dr Rachel Hawkes who always inspires and enthuses me. I’m particularly excited that ALL Patron, Professor David Crystal, OBE, will be delivering the Mary Glasgow Plenary keynote entitled 25 years of not (yet) having a House of Languages. I’m  really looking forward to what he has to say, and also hoping that I can sketchnote his thoughts whilst listening too!


It includes sessions for all phases of learning with a strong primary languages thread that has sessions from Vicky Cooke, Nadine Chadier, Clare Seccombe, Sue Cave, Eleanor Chettle Cully, Sara Montero, Noelia Rivas and me to name but a few! I’m also looking forward to a session on SEND in the MFL classroom, on supporting EAL learners and how to include families in language learning.

I’ll be speaking on ways of supporting learners’ understanding and enjoyment of stories in what I hope will be an interactive and fun session with lots of delegate participation! In addition, I’ll be ‘official sketchnoter’ for the third year, trying hard to capture sessions as I listen ready to be displayed on a huge board for all to see. No pressure, eh?

Hopefully all that has whetted your appetite! There’s an Early Bird offer that runs until Friday 11th January so you have one week from publication of this post to book for the lowest price possible. Do have a look at the website for further details; the link to book is at the bottom of the page or you can click here to save you having to scroll!

Looking forward to meeting you there and celebrating all that is great about teaching and learning languages.

You can find out about my experiences in previous years in the following posts (I wasn’t blogging for my first couple of Language Worlds and I missed 2012 and 2013 as I was living in Switzerland!)

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 Dodd, Liz 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 Harte, Jan 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

#LW2018 Sketchnotes

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This time last week I was mid sketch note at Language World 2018, the Association for Language Learning annual conference. After a jam-packed, fun filled inspirational weekend, my mind was spinning with ideas and coupled with the last week of term, it’s taken this long for me to get my head together and get posting! So here goes a blog-fest over the next few days!I was thrilled to be asked to be Language World’s official Sketchnoter for a second year. Armed with pens, pencils and paper, I ‘live sketch noted’ each session I attended, before the finished product was whipped away to be displayed for everyone to see. I was pleased to see that there were lots of people looking at the notes as the conference went on, and it was really amusing to hear people talking about them in the dinner queue, not knowing that I’d done them!

I took photos of (most of) the sketch notes before they were displayed, but below are my sketchnotes or visual notes that ALL have now scanned and published on their site.

Opening of Language World 2018 – AnnaLise Gordon

 

The Language Magician – #LMagic Steven Fawkes (Too much to fit onto one sheet!)

 

The Mary Glasgow Plenary – Language Futures and the future of Language Learning.
Dr Rachel Hawkes
(Again far too much to squash onto one page!)

 

Primary Spanish Show and Tell
It’s hard to sketch note whilst presenting, singing and playing games but I did it!

Planning for progression and transition. Liz Black once more filled my head with brilliant ideas!

 

The amazing things you can do with just a handful of books.
Nathalie Paris aka @nattalingo

 

The official launch of The LANGUAGE MAGICIAN

You can view all of Friday’s sketchnotes in one place by downloading this  – Friday PDF

Saturday morning Opening Plenary including the Primary and Secondary Language Teacher of the Year awards
AnnaLise Gordon

 

Putting pen to paper.
Clare Seccombe talks writing! (I learned from yesterday and used a big piece of paper for this one!)

 

A celebration of languages.
Danielle Dion-Jones

 

Language Detectives
Sue Cave

 

Lights! Camera! iPads!
Joe Dale

 

Embedding languages across the curriculum.
Richard Tallaron

 

Closing comments by AnnaLisa Gordon and Jane Harvey.

You can view all of Saturday’s sketchnotes in one place by downloading this – Saturday PDF

I loved sketch noting the conference. I hope that those who attended enjoy the reminder of sessions you attended and that those who didn’t get a flavour of what they ‘missed.’ I’ll certainly be having a look at Clare’s notes too as there were several clashes that meant I couldn’t attend sessions I would’ve chosen (Nigel Pearson for the second year running was speaking at the same time as me for example!)

You can also catch up with the Twitter buzz from the conference via this Storify .

 

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ALL on Youtube

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Did you know that the Association for Language Learning (ALL) has a Youtube channel? I didn’t until today when I attended the ALL Council meeting and discovered that not only did an ALL channel exist but that one of the first videos on it features me talking about sketchnoting!

There are currently a number of playlists and numerous really interesting videos. Most of them are really short, getting the message cross succinctly which is always a bonus. One of the playlists is full of videos recorded at Language World 2017 that cover things like what ALL does, how it supports language teachers and learners through networking and CPD, why you’d want to attend Language World and why languages are beneficial in the workplace.

One video I found particularly interesting – as a teacher and also as the parent of a child who’s just started studying German at university  – is entitled UK LINGUA – the students viewpoint in students discuss the transition from learning languages at school to learning languages at university. I’ve embedded it below.

I’d really encourage you to take a look at the channel, particularly if you’re not sure about what ALL does! You can find the channel here .

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As I reported in February, at this year’s Language World conference in March I was asked to be Resident Sketchnoter and record all the fun and excitement as well as as many sessions as I could possibly attend. It was a challenge as I normally go back to my sketch notes later to ‘pretty them up’  but in this case the sketch was immediately posted on the display board so I had to just go for it! I was really pleased that people took time to look at the display and there was a buzz of discussion and excitement as people paused to discuss what they’d seen. My hand was really struggling by the end of Saturday but it was all worth it!

I’ve deliberately delayed posting them until ALL had done so (although they were all tweeted as I finished them!) and today I received notification that they are now uploaded and ready to view! And they’ve kindly made them into a PDF!

So, here’s the PDF of them all: http://www.all-languages.org.uk/wp-content/uploads/2017/05/Lisa-Stevens-LW-2017-Sketchnotes.pdf (too big to upload here!)

And here they are individually with comments and links to the presentations where available!

DAY 1

Tried to capture a few of the exhibitors before the conference started in the top section then AnnaLise’s opening words in the bottom section.


 

Assessment without tears – Jackie Rayment and Yvonne Kennedy

 

Now here was a challenge – sketch noting and presenting simultaneously! Also presenting with me, Jesús Hernández from the Consejería de Educación and Sara Montero, Primary Language Teacher of the Year 2016      Presentation

 

Mary Glasgow Plenary A period of calm and stability – Bill Watkin    Presentation

 

Julie Prince talking about primary language learning supporting Grammar Punctuation and Spelling (not navigation as the title might suggest!)   Presentation

 

Suzi and Lynn presented AIM methodology to us in this session.   presentation

 

The poster sessions – lots of exciting projects were highlighted here – I suggest you check out the ALL site to find out more! (scroll down to Poster sessions then click on the + for the abstracts)

 

How do you sketch note a wine reception? Thanks to Vicky Cooke for my inspiration, and to all my vox pops!

 

The national treasure that is Steven Fawkes had us all crying with laughter at his witty speech including references to jelly, taxis, triangles, and of course, his trousers!

 

The Conference Dinner – scribbled on a napkin then ‘done in neat’ later 😉

DAY 2

A summary of The Teaching Schools Council Review of Languages Pedagogy, delivered by Ian Bauckham. Very interesting! (Not often I have to use another sheet, and as you can see, a little hard to represent very visually!   Presentation

 

ALL President AnnaLise Gordon was up again to talk about Progress and present the awards for Language teacher of the Year.

 

The super fantastique Richard Talleron went fruity in his session on embedding languages across the curriculum.  Presentation

 

Starr Green spoke about Languages for ALL and gave advice on teaching languages to pupils with SEND   Presentation

 

The always inspiring and incredibly clever Dr Rachel Hawkes helpfully talked about creating a positive learning environment, pointing out that sometimes staff can not give or do any more than they already are so something else has to change!    presentation

 

 

 

 

Lovely Nathalie Paris aka Nattalingo shared some ideas and research on the important two way relationship between literacy and languages.  Presentation

And finally it was time for thanks yous, AnnaLise’s quiz (foiled on the last question!) and the revelation of the date and venue for next year – March 23rd and 24th at Jury’s Inn Hinckley Island near Leicester. presentation

If you want to access any of the other sessions at the conference, many of the presentations have been uploaded to the ALL site Friday and Saturday, and you can read more about it here (also more sketch notes) and here. If you were there and have any reflections, please leave a comment and I can update the post!

And here’s a summary of the tweets!

 

It’s one month to go until the annual Association for Language Learning conference, Language World. Have you signed up yet?

This year the theme is Progress for All (like the clever logo!) As the ALL website says:

Progression in the teaching and learning of languages is a priority for all teachers and ALL as a professional association as we respond to significant curriculum changes and developments at all levels. Progress for ALL is a deliberately broad title, as we aim to serve the needs of all conference delegates. For example, we are including sessions on promoting progress in all aspects of pupils’ learning of languages, ensuring progression in curriculum planning, sustaining progress in curriculum leadership and celebrating progress in building a culture of language learning in a school.

During the two days there will be a mixture of plenary sessions, major talks and workshops with something for everyone from primary to higher education, and this year there is a slot for poster presentations which looks really interesting too.

This year the conference takes place in Nottingham at the East Midlands Conference Centre which is very convenient for me living in the Midlands and once more in the ‘middle’ of the country.

There’s a special ‘call out’ to primary colleagues issued on the ALL page with testimonials from a range of primary colleagues. Have a look at the flyer: 

I’m not speaking this year (apart from a contribution to the Primary Spanish Show and Tell) but I have a special (albeit rather daunting) role to fulfil:

I’m looking forward to attending sessions and trying to capture them ‘live’ ready to post to the timeline in the exhibition area; a shame I can only be in one place at a time though as there are several slots where I’d like to attend two or even three sessions at the same time.

If you’re interested in attending, the programme is below, and booking details can be found here.

Hopefully see you there?

IMG_8436On Saturday 27th February, I delivered a workshop at the #ALLMFLSW16 conference in Bristol. I’d been asked by Marie-France Perkins if I could talk about primary languages in the context of the new curriculum which is planned as a continuum from KS2 through KS3 and onto Ks4 and hopefully KS5. I called my session Building Firm Foundations for Strong Buildings, harking back to a talk I did a number of years ago called Bricklaying for Beginners!

Below is my presentation, and under that I’ve written a brief summary of what I said.

I hope you find it useful. If you have any questions, please feel free to comment or send a message via the contact form. 

I began by talking about the importance of foundations, and the role they place in keeping buildings upright and stable. Although they are often unseen, they are the last things that are destroyed by time and erosion; I shared my own experience of primary language learning and how my 4 years of middle school French have stayed with me. We moved on to considering why starting language learning at primary is so important before considering what should be taught/covered at KS2, referencing a survey by Clare Seccombe and also a document compiled by the ESAGMFL group.
Looking directly at the Programmes of Study, we used Rachel Hawkes’ helpful “KS2 and KS3 side by side” document to look at the progression of skills and I shared the document below with participants, acknowledging the source as Rachel’s website.
For me, my most important task as a primary language teacher is to nurture a passion for languages and an excitement about learning and communicating in other languages. That, however, does not mean that it’s all  ‘fun and funky singing, dancing, cutting and sticking ‘ with no substance. There is a clear rationale to what I teach and I shared some ideas linked to each of the four skills as well as grammar.
Listening
  • animal symphonies – clapping the syllables of words to encourage listening and awareness of word patterns
  • using rhymes to listen out for phonics and respond physically
  • using songs as a way of introducing topics e.g. ¿Cuántos años tienes?
  • stories as a way of encouraging listening carefully and responding – ‘safe’ due the familiarity and repetition
  • branching listenings or minimal pairs (slide24)- I first encountered these last year at ILILC in a session by Julie Prince, and I shared two examples from LightBulbLanguages – colours (Spanish)  and jobs (French) Learners listen to a series of words – or phrases – and at each step choose between two alternatives until they arrive at the bottom line and give the number they reached.
Speaking
  • PHONICS! So important! The keystones of the foundations as they enable understanding of the spoken word, pronunciation, enable learners to read effectively and also spell. Rachel Hawkes once more had burning ears!
  • vowels and setting them to DISCO by Ottawan
  • phonic islands and mats, referencing Sounds and Words by Lynne Erler and Julie Prince
  • “stress punching” to demonstrate intonation and stress patterns
  • “Spanish glasses” to read Spanish – chocolate is spelt the same in English and Spanish but pronounced differently (slide 30 ) also false friends like gift and Gift in German.
  • tongue twisters to practice ‘getting your mouth around’ certain sounds
  • using Trapdoors to practice sentences – learners will play long after you’d think they’d be fed up!
  • using board games to practice the question form (I shared a Snakes and ladders board game worksheet from Eurostars with learners asking a question when they land on a square rather than giving an opinion)

Reading

  • using poems like Doña Pitu Piturra that have a rhythm and a rhyme, and a pattern that can be followed – and the example also shows handwriting which fascinates and is worth discussion
  • using Tarsia and dominoes
  • using storybooks isn’t a bad thing – even Y6 like a story, especially if you link it to reading to younger pupils or making something to be shared.
  • books don’t have to be fiction – non fiction is important too. Books on e.g. planets can be accessed as learners have learned the facts in Science and can therefore make deductions about vocabulary etc. Plus there are diagrams and images to support.
  • the importance of making mistakes and discussing WHY you thought something
  • instilling the idea that you don’t need to understand every word, and linking in to literacy skills of comprehension: where will I find the answer? what are my clues? what’s the context? is there a word in the question that helps me?
  • making your own texts using storybird.com – I shared ¿De dónde viene el yak? There are other MFL Storybirds shared on the wikispace both fiction and nonfiction. Well worth a look.
  • dictionaries can be glossaries, picture dictionaries and encyclopaedia/thematic type ones as well as the ‘tradition’ bilingual ones. I shared an activity linked to a colour poem which Y3 had rewritten using a combination of picture dictionaries and bilingual dictionaries.

Writing

  • writing texts from other texts e.g. rewriting stories by substituting nouns and or adjectives (El bicho hambriento), or writing a story in the style of another (rewriting El Nabo Gigante to feature a teacher stuck in the PE cupboard who calls for help to pull him out!)
  • the value of whiteboards and technology to allow for quick correction without committing it to their book – rehearsing and making mistakes
  • giving structures using card, human sentences to physically demonstrate word order e.g. making sentences negative, or the noun-adjective order in Spanish compared to adjective-noun in English
  • scaffolding
  • memorisation – I shared another activity from LightBulbLanguages to demonstrate a way of supporting learners in memorising spellings by giving them the shape of the word

Grammar

  • Grammar is the cement that holds all the bricks together!
  • link it to English – and/or other languages e.g. making plurals
  • using songs is quite effective e.g. ¿Por qué es mi mochila tan pesada? introduces Es+ singular noun and Son+plural noun – learners picked it up without me saying a word!
  • I also shared songs for verbs in Spanish, German and French
  • using parallel texts to compare language
  • making verb spiders or flowers – if you teach South American Spanish you can use a hand!
  • verb drilling isn’t wrong – Y6 quite enjoyed it last year and treated it like a code or game that they conquered as they did it more!IMG_8437

I then talked about the importance of promoting language learning in general and that no one language is an island – let’s celebrate the multilingual nature of our schools and draw out the experiences of our EAL learners. Comparing and contrasting languages is one of the things my learners enjoy more than anything else, and it’s language learning skills that are going to be key for their future success, especially as most of my learners will start a new language at KS3. I briefly highlighted the importance of including culture in whatever you do as languages need a context and it’s jot just about words!

Finally we considered that not all foundations are the same – some are more basic than others i.e. some pupils will arrive at KS3 with less language learning, or perhaps with gaps in the expected knowledge (whatever that may be!) Some may have experienced lots of vocabulary and not much structure, some may have had a very sporadic language input, some may have encountered several languages and some only one. Whatever the experience, and however many ‘cracks’ there may be, my plea was to not destroy what has gone before but repair it, and shore it up.

 

The final part of my presentation (which I admit we don’t reach due to overrunning previous sessions) considered the need for Ks2 and KS3 to communicate. KS2 can’t moan about what happens at KS3 if they don’t tell their secondary colleagues what has been done, and KS3 can’t throw their hands up and say it’s impossible to deal with all these children if they don’t talk to KS2 and give an idea of what would be helpful to them. On p69 of Language Trends survey  it says:

“The need to promote effective transition in languages between Key Stages 2 and 3 is not yet high on the agendas of either primary or secondary schools….the introduction of compulsory language learning has not yet stimulated increased contact between language teachers in state primary and secondary schools.”

That has to change!

My final thought was from an article about building foundations:

“The three most important purposes of foundations are to bear the load of the building, anchor it against natural forces such as earthquakes, and to isolate it from ground moisture.”

I’d categorise those three things as future learning at KS3 and beyond, wavering confidence as ‘it gets a bit serious’ and the ‘rising damp’ of adolescence! Ultimately, we want learners to ride those storms and sit proudly atop their magnificent linguistic skyscrapers, not falling like Humpty Dumpty never to be put together again!

 

 

 

IMG_3922
Last Thursday I headed to Newcastle for ALL Connected, the title of this year’s Language World conference taking place on 20-21st March at Newcastle University. I look forward to LW each year as it’s a conference that offers lots of ideas but also lots to challenge my “little grey cells” and make me think.

This year I decided to replace my normal note taking with Sketchnoting as started at #ililc5. I’d tried using Paper app on my iPad there and found it quite tricky to use to the extent that it was distracting me from the session content. I’ll persevere and practice further but for Language World I choose a different tool – the notebook and pen! Actually, notebook, pens and pencils! I’m a strong believer in choosing the correct tool for the job, be that an iPad, a pencil and pen or a slate and chalk, and this combination allowed me to write more easily, select colour at will and, most importantly, focus on what was being said rather than worrying about zooming in and out or accidentally drawing whilst trying to make the toolbar reappear!

IMG_3921

Below are my sketch notes created over the two days. I did them all ‘live’ – no retouching afterwards apart from one on which I’d made a mistake with someone’s name and felt I really should correct it as she’d won an award and deserved it!

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Bertram Richter and Rebecca Bolland – Planning for Progress @KS2

 

Vicky Cooke - Teaching reading in KS2: leading learners towards independence

Vicky Cooke – Teaching reading in KS2: leading learners towards independence

 

Jackie Rayment - Primary Languages Quality Mark

Jackie Rayment – Primary Languages Quality Mark

 

Bernadette Holmes - Interculturalism: The Power of 3

Bernadette Holmes – Interculturalism: The Power of 3

 

Clare Seccombe – Be a crafty languages teacher

 

Greg Horton - Talking the talk in the MFL Classroom

Greg Horton – Talking the talk in the MFL Classroom

 

Rachel Hawkes - ALL for all and all for ALL:  ALL CONNECT

Rachel Hawkes – ALL for all and all for ALL: ALL CONNECT

 

René Koglbauer - ALL Connected: a celebration of language learning & teaching and volunteers.

René Koglbauer – ALL Connected: a celebration of language learning & teaching and volunteers.

 

Nadine Chadier - It's all about the code

Nadine Chadier – It’s all about the code

 

Wendy Adeniji - How can your teaching be consistently good or outstanding?

Wendy Adeniji – How can your teaching be consistently good or outstanding?

 

Roma Franziska Schultz and Emma Whittle - Ideas for using literature and developing literacy in the Primary Classroom

Roma Franziska Schultz and Emma Whittle – Ideas for using literature and developing literacy in the Primary Classroom

 

Rachel Hawkes - Memory and thought: why we can't have one without the other.

Rachel Hawkes – Memory and thought: why we can’t have one without the other.

 

Steven Fawkes - Now we are 25

Steven Fawkes – Now we are 25

Looking back on them, it’s amazing how much more I can recall about the sessions than I would following my more traditional note taking; my page was smaller than A5 so I had to carefully consider each word/phrase I wrote or picture I drew. I successfully kept to one page per session (45-50minutes) apart from two sessions where there was just too much to fit onto one page.

I’m still learning and developing my own style and I certainly need to work on my drawings (there’s a tortoise on one that looks like a sheep!) but I’m pleased with the way it’s going. I intend to keep working on it, and I’ll persevere with my iPad but I’ll save that for times when there’s no ‘time pressure.’

If you want to see someone else’s take on many of the same sessions as sketch notes, have a look at Clare Seccombe’s post that includes hers. And you can see many of the actual presentations by clicking on Friday programme or Saturday programme.

 

 

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Today I’ve been in Devon (where it was raining!!!) speaking at a conference at Newton Abbot College entitled Modern languages, Modern teaching. A great way to start half term!

I gave two presentations today, one on Top Tips for Primary Language Learning and the other on cross curricular language teaching. It was lovely to meet the people in my sessions – thanks for joining in and participating in my songs games and activities.I’m currently trying to upload my presentations to Slideshare as they won’t upload directly here, but until then, here are a few of the video clips I shared today!

Ana y Enrique – Los planetas

This version has pictograms too!

And then there was the soundtrack to our Sumo phonics

And the amusing German tongue twister/ story about Barbara and her rhubarb bar

And if you want to know what it means… http://youtu.be/l3_tRPRt9x8

Hope that’s whetted your appetite. More when I get home as the Internet is straining 😉

Screen Shot 2014-04-13 at 17.18.34

(That’s my red/black shoulder at the front!)

It was touch and go whether I’d make it to Language World this year but having missed it for the last two years, I was determined to make it even if I wasn’t 100%.

And I did, albeit deaf in one ear and in need of frequent sit downs.

Below are my notes from sessions I attended.  You can also download many of the presentations from the two days on the ALL siteFriday and Saturday

Language World is always special to me and this year was no different. Thanks to everyone who ‘looked after’ me, especially Joe who was poised to do my part of the presentation should I keel over; Philip, my chauffeur(!); Julie P who also chauffeured me and with whom I had some excellent chats; Julie D for returning my cap when I left it lying around; and everyone who looked out for me, willed me to be better, and/or remembered to speak into my good ear at any point! Language teachers rock! 😉

Elaine Minnett session

Rachel Hawkes – President’s Plenary

Liz Black

CLIL (Judith Woodfield); Janet Lloyd; Kati Szeless

 

 

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