languages – ¡Vámonos! The musings of Lisibo
 

Tag: languages

I’ve just got back form London and the Language Show at Kensington Olympia. A lovely couple of days catching up with people, finding out about university courses and qualifications for Stevens Junior, visiting stands and learning from others – and then some more catching up with people!

Below are sketchnotes of the seminars I attended – minus the EU one as I only attended half of it! I was travelling light and using my mini notebook plus a limited palette of black pen and six coloured highlighters so apologies that they are a little more squashed and monotone than normal!

 

Joe Dale’s session on Using tecnology. Sadly had to leave early as I was in pain! You can access Joe’s whole presentation here

 

Wendy Adeniji talking Mastery at GCSE.

 

The Show and Tell was full of great ideas that I quickly tried to note down. Didn’t catch all names I’m afraid! Do tell me and I’ll add them.

 

The lovely Catherine Cheater sharing about The Primary French Project. A great resource – that’s free! – and a wonderful presentation.

 

The Primary Show and Tell was also amazing, packed with great ideas about word classification, poetry, story telling, heritage language teaching and facilitating pupil understanding through framing.

Sunny Bognor Regis!

I was happy to be asked to present at the annual University of Chichester MFL Conference last week, and as I noted in a previous post, thoroughly enjoyed the positive and inspiring sessions I attended.

I delivered two sessions. You can access the resources and ideas from the session entitled Using Technology for collaboration in a previous post  Sadly, TodaysMeet no longer exists but otherwise the ideas, recommendations and apps are the same!

The second session was entitled Tell me a story! and concerned the use of stories and books in the languages classroom.

The presentation is below to view. You’ll also find the links to some helpful posts and bookmarks below. I hope those that attended found the session helpful. Please feel free to leave a comment on the post if you have questions or comments!

Mi Madrid (including newly published videos of the songs!)

Link to resources for El artista que pintó un caballo azul as a text to discuss diversity.
The book I mentioned that was recommended and demonstrated by Nathalie Paris at Language World was called Poux by  Stephanie Blake – check out the sketchnote of her session here, and follow her book blog and podcast here for more great book ideas!

Storybird wiki   Watch this space for what happens to this when Wikispaces shuts later this year!

My Storybirds

ALL Literature Wiki

Pinterest links to research on Storytelling and stories in language learning

Pinterest board of online stories

Blogposts on books on ¡Vámonos!lots of posts!

Wednesday morning saw me gazing at the sea, then moving swiftly past Butlins to speak at University of Chichester MFL Conference. I had a lovely day attending sessions in the morning and sharing some ideas about using technology and stories in the languages classroom.

Below are my sketchnotes of the sessions I attended, starting with Elaine Minett’s upbeat introduction to the conference, talking about challenges being seen as opportunities, followed by an idea packed session about using poetry by Concha Julian of the Consejería de Educación and finishing with Lynne Brackley’s session on using drama based activities in languages. I enjoyed using my dramatic skills in both of the latter sessions!

If you get the opportunity next year, I can thoroughly recommend attending as the conference was varied with sessions for primary, secondary as well as cross phase sessions, and they were delivered by a variety of people including PGCE students, teachers and representatives of organisations like the British Council, the Consejería de Educación and Language Angels. I enjoyed seeing Catherine on the Little Linguist stand once more (and buying a new book!) as well as visiting other stands including Institut Français and European Schoolbooks.


A post about my sessions will follow later!

#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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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?

babcockOn Wednesday I took part in the Babcock 4S conference at Horsley Park in Surrey. My presentation entitled I’m a Primary Language Teacher; help me out here! was well received and can be found below.

The main points were:

  • primary language learning lays important foundations
  • language learning is cyclical with topics being revisited but it is a continuum; it shouldn’t start again from scratch at Ks3.
  • teaching primary languages can be lonely but there is support out there.
  • PoS objectives need to be split into manageable chunks or stepping stones.
  • pupils need to become increasingly independent; phonics and language learning skills from comparing and contrasting languages help this.
  • it’s not just about vocabulary; grammar is needed (receptive and later productive) as cement otherwise it’s just a pile of bricks.
  • intercultural understanding is vital.
I sketch noted the other sessions and will share them as soon as I have a moment to tidy them up a bit!

On Wednesday 22nd June I’ll be in Surrey speaking at a Modern Languages conference organised by Babcock4S.

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As you can see from the flyer above, the conference is entitled The Future of Language Learning and features keynotes by Janet Lloyd and Joe Dale that ‘book end’ three seminar slots.

If you check out the conference website you’ll get a basic overview – more details can be obtained from the following PDF Programme of the day. You’ll see that there are sessions addressing assessment, transition, cooperative learning, technology and specific languages led by a wide variety of speakers including Dan Alliot and Suzi Bewell, and convened by Carine Jacquel and Helen Myers.

My session is entitled “I’m a primary language teacher. Help me out here!”

Paraphrasing Shakespeare, “Some are born Primary language teachers, some become Primary language teachers and some have Primary language teaching thrust upon them” How can all three scenarios lead to confident successful teachers and learners, demonstrating significant progress by the end of KS2? We’ll explore how to plan for progression (in the long and short term), share sources of support and inspiration and discuss how to best meet the challenges of the Languages Programmes of Study.

It’s not too late to sign up (which you can do here) for a day of inspiration and networking.

 

 

 

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Language World was held in Rugby at Dunchurch Park
, a beautiful setting made all the lovelier by the wonderful people who attended the conference. As René Koglbauer said at the (misty) start: ‘There may not be sun but there are lots of smiles!’ (The sun did come out soon afterwards as well!)

Below are the sketch notes for the sessions I attended. Wish I could have attended more sessions but it wasn’t possible without Hermione’s TimeTurner.

And I’ll share my presentation on sketchnoting later in the week.

Opening Address by René Koglbauer

Opening Address by René Koglbauer

The Language Magician: developing a tool for assessing young learners by Louise Courtney

The Language Magician: developing a tool for assessing young learners by Louise Courtney

A window on the world - PLL and SMSC

A window on the world – PLL and SMSC

Show and tell - Clare Seccombe

Primary Spanish Show and tell – Clare Seccombe

Primary Spanish Show and Tell - Jesús Hernández

Primary Spanish Show and Tell – Jesús Hernández

Mary Glasgow Plenary Lecture - Curriculum Innovation by Gareth Mills (NFER)

Mary Glasgow Plenary Lecture – Curriculum Innovation by Gareth Mills (NFER)

Curriculum Innovation: Challenges and Opportunities by René Koglbauer

Curriculum Innovation:
Challenges and Opportunities by René Koglbauer

#ALLConnect KS2 Coordinator's handbook by Katherine Monument and Kirsty Williams

#ALLConnect KS2 Coordinator’s handbook by Katherine Monument and Kirsty Williams

Language is all around by Nadine Chadier

Language is all around by Nadine Chadier

Tackling the issues in KS2 #ALLConnect with Steven Fawkes

Tackling the issues in KS2 #ALLConnect with Steven Fawkes

What's the point of teaching languages to pupils with SEND? by Alison and Patrick Organ

What’s the point of teaching languages to pupils with SEND? by Alison and Patrick Organ

Innovation requires resilience by Anne Lise Gordon

Innovation requires resilience by Anne Lise Gordon

Tartan CLIL by Fiona Moffatt

Tartan CLIL by Fiona Moffatt

Closing remarks with René Koglbauer and Anne Lise Gordon

Closing remarks with René Koglbauer and Anne Lise Gordon

If you want to compare and contrast sketchnotes, and see some from some other sessions too, why not look at Clare’s post too.

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!

 

 

 

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