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 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
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.

Tomorrow (Thursday 7th October) is National Poetry Day.

Here are some posts from this blog that might be helpful!

Lots of ideas from National Poetry Month including different types of poems, different ways of presenting poetry, and also some examples of poetry to music. http://lisibo.com/2013/04/national-poetry-month-spanish-ideas/

Ideas from the poetry of Gloria Fuertes including a couple of examples, and links to other poetry and ideas. http://lisibo.com/2017/05/lee-con-gloria-fuertes/

And one specific poem – Doña Pitu Piturra – that I used again with my Y3 pupils last year. http://lisibo.com/2011/07/dona-pito-piturra/

A series of poems from books I’ve recently purchased:
Un paisaje para que lo pintes http://lisibo.com/2021/02/un-paisaje-para-que-los-pintes-gloria-fuertes/
En un país mágico http://lisibo.com/2021/02/en-un-pais-magico-gloria-fuertes/

A post about writing simple poems about seasons using colours and simple adjectives http://lisibo.com/2014/06/seasonal-poems/

If you’d like an Italian poem check out the one about tomatoes on this post http://lisibo.com/2019/08/books-from-italy/

Don’t forget, poetry isn’t just for one day a year!

The last (for now!) of the poems that have caught my eye from the anthology Los Mejores Versos de Gloria Fuertes that I purchased from Little Linguist

This one is entitled Paisajes para que los pintes and was chosen once more for simplicity of structure, but also because it immediately sparked ideas in my mind.

Each ‘estrofa’ decribes a very simple image with the basic structure
Arriba (top)
Abajo (bottom)
En medio (in the middle)
In the first couple of estrofas this is made explicit but after that, the pattern has been established so the prepositions are omitted although the structure remains.

I immediately saw a pairs game – can you match the image to the description?

And then I thought of back to back dictation where two children sit back to back and one describes a picture that the other then draws. In ‘times of COVID’ this could be done as an activity on a recorded or live lesson, or as a whole class activity once we’re back to school. It could be one of the descriptions from the poem or one of their own.

Which brings us to rewriting the poem – so easy to do by simply substituting nouns.
1. Los pájaros arriba,
Los campos abajo,
y, en medio, la cuidad.

2. En el cielo, las nubes
En el corral, la oveja
y, en medio, la granja.

3. Arriba, el sol
Abajo, el mar;
En medio de la playa, la palmera.

You could make it harder by challenging children to make the lines rhyme – you might find Rimar.io or Woxicon helpful! It could lead to some fun, unpredictable pictures and is a good activity for dictionary skills too! You could extend the poems by adding adjectives too:

Arriba, las nubes blancos,
Abajo, un hombre en zancos.
En medio del colegio, toca un arpegio.

I can see this as a lovely way to celebrate learning too as it would be easy for children to illustrate their poems then record them, creating a class anthology either as video, stored online or printed out using QR codes to access the audio.

Can you see ways to use this poem too? Please share them in the comments!

Now to do some work as half term is nearly over and I have pupils awaiting their next lesson!

Translation:
Landscapes for you to paint.
The sun above,
The clouds below
And, in the middle of the wheat,
A scarecrow.

The sun above,
The sea below
And, in the middle of the sea,
A boat.

The meadow,
The mountain
And, in the middle, the cane.

The snow,
The cold
And, in the middle,
The river.

The cloud,
The sea
And, in the middle,
The squid.

The jungle,
The palm
And, in the middle,
The panther.

The sky,
The plain
And, in the middle,
The aeroplane.

The church above,
The town below
And, in the tower,
The bell and the cat.

The next in a series of posts about poems from the anthology Los Mejores versos de Gloria Fuertes is En un país mágico, a poem in two parts about a magical world and unusual friendships.

I liked this poem as it’s very simple with a repeated structure:
[noun1] amigo de [noun2]
with noun2 being an unlikely amigo for noun 1. So we have cat and mouse, robber and police, wolf and lamb, witch and child, but also yolk and white, bee and flower, black and white, rich and poor.

I also liked the poem for the message of friendship, that we could all live together in harmony and peace. as the last verse says:

Esto sucedía en un país mágico donde todos se reían y nadie se enfadaba.
This happened in a magical world where everyone laughed and nobody got angry.

Wouldn’t that be a good world in which to live?

What could you do with the poem?

1. Read it and enjoy it – the rhythms and rhymes, and the message too.
2. Act it out as a play (at the end of Primera Parte, the curtain falls and there is applause!)
3. Look at pronunciation – the j and the use of accents.
4. Use the image to help children find the meaning of the poem.
5. Explore the interesting vocabulary – el ‘poli’, la bellota, el tiesto (I had to use the picture for that one) You may need to explain the relationship between a pig and an acorn!
6. Look at masculine and feminine – why is la gata amiga de la rata but el gato amigo del ratón? And likewise, la gata amiga de la rata but el gato amigo del ratón?
7. Challenge children to find new pairings that could be friends to rewrite the poem:
   El frío, amigo del calor.
   El Sol, amigo de la Luna.
   La radio, amiga del video.

What would you do? Please share your ideas in the comments!

Other poems by Gloria Fuertes:
Sólo tres letras
La Risa
Doña Pito Piturra
Lee con Gloria Fuertes (lots of links in this post to others)

Approximate translation:
IN A MAGICAL COUNTRY
First part:
The cat,
Friend of the rat.
The cat,
Friend of the mouse
The witch,
Friend of the little girl.
The ‘bobby’,
Friend of the robber.
The wolf,
Friend of the lamb.
The flowerpot,
Friend of the balcony.
The egg white,
Friend of the yolk.
The bee,
Friend of the flower.
(Applause! Applause! And the curtain falls)

Second part
The enemy,
Friend of the enemy.
The white,
Friend of the black.
The black,
Friend of the white.
The pig,
Friend of the acorn.
The rich,
Friend of the poor.
The ball,
Friend of the boot.
The umbrella,
Friend of the drop.
This happened
In a magical country
Where everyone laughed
And nobody got cross
And everyone loved each other.

Following on from yesterday’s post, another poem from my new book Los Mejores Versos de Gloria Fuertes.

I was drawn to this one firstly by the brevity and then for the repetition, both things that work well for younger learners!

I also like the theme – peace. Whilst it’s not International Day of Peace until September 21st I don’t think you need a special day to celebrate these things!

If you wanted to use this poem in class, you could ask children to consider their own PAZ poem – what words would they choose for each letter? Perhaps three verbs like pensar, actuar, zanjar conflicto (think, act and resolve conflict) or nouns likes paciencia, acción y un zapatazo a la guerra (patience, action and a kick to war) As you can see, z is a tricky letter so you might want to allow words that contain a Z and write it as an acrostic. For example, you could have:
Paciencia
communidAd
esperanZa

Alternatively you could challenge children with another word like AMOR or VIDA, or even their own name, choosing words in Spanish that apply to them.
I might write
Libros
Idiomas
Sol
Amistad

I collected some resources for Día de la Paz on Pinterest including the following images that might go well with this poem or could equally be used alone.

And of course there’s this famous song Que canten los niños:

How might you use the poem? Do share your ideas in the comments!

An approximate translation:
Just three letters
Three letters, nothing more.
Just three letters
That forever you will learn.
Just three letters to write PAZ (peace).
The P, the A, the Z; just three letters.
Just three letters,
Three letters, nothing more:
To sing peace,
To make peace.

The P of pueblo (the people)
The A of amar (love)
and the Z of zafiro (sapphire) or zagal (young boy)
‘zafiro’ for the blue world; ‘zagal’ for a child like you.
You don’t have to be wise or need bayonets,
If you only learn these three letters well;
Use them when you’re older and there’ll be peace in the world.

I’ve just bought a new book called Los Mejores Versos de Gloria Fuertes and, having a flick through, wanted to share a few of the ‘versos’ with you over the next few days.

The first is this one entitled La risa (Laughter)

I like this poem as I love laughing! I like the simple rhyming couplets too and thought that this might be a poem that children could recite for the Express yourself in Lockdown competition run by the British Council, Association for Language Learning and the cultural and linguistic bodies of the United Kingdom that I’ve just shared.

Perhaps they could create a happy mask to wear as they record the poem, or make an avatar using an app. Or they could speak behind a powerpoint of things that make them laugh and smile?

Related to the poem, you could look at these sayings and expressions in Spanish about smiling and laughing.

Another poem will follow tomorrow!

¡Hasta luego!

Approximate translation:
Welcome is the laughter that leaves joy wherever it goes.
Come, laughter and her cousin, the smile.
To laugh is like eating (it feeds more than meat.)
One must laugh hourly (as humbly prescribed.)
What a laugh, Auntie Felisa, ruffling your Tshirt.
(Laughing is very good for the chest!)
Whoever goes laughing goes better than by car;
Whoever laughs by day, sleeps well at night.

Speaking a language confidently and coherently is an important part of the curriculum in the United Kingdom. However, the impact of Covid-19 has meant that many pupils have had fewer opportunities to speak the languages they are learning.  Therefore, the Association for Language Learning, the British Council and the cultural and linguistic bodies in the United Kingdom have combined efforts to devise an exciting event entitled ‘Express Yourself in Lockdown’.

This will be an opportunity to showcase language learners’ enjoyment of a language that they are learning or that is normally used in their home community from home (except for English*!). 

Language learners can prepare:

• A short poem in the target language (written by themselves or by another author)
• A short presentation on any theme e.g. climate change, equality, why I love languages
• A short sketch
• A short dialogue

This can be a solo or joint performance but should be no longer than 90 seconds in total and should be recorded in landscape mode. The participants will record themselves delivering their performance, however participants who are under-16 should use either PowerPoint slides/Bitmoji/other pictures or video imagery rather than showing their faces.

Teachers can then upload the performances to a teacher or school Twitter, Instagram or YouTube account with the hashtag #CelebrateSpeaking and the language chosen (e.g. #French) by 28 February 2021. [*If your pupil speaks EAL, they may enter in English BUT you must add #EAL so it’s clear!] Don’t forget to tag @Schools_British  on Twitter or @BritishCouncil  on Instagram when sharing your entry.

You can find out more about the initiative (including helpful tips!) here http://bit.ly/36lnGYz

At one of my schools, I spent the lesson before the half term break focusing on a poem written by Clare Seccombe from her brilliant new resource Poesía. As well as working on the meaning and using them to further the children’s understanding, I also invited children to read along with me as I read, and then, if they wished, to record it and submit it as part of their Teams Assignment for that week. We’ll see how many I receive!

One young lady at my other school decided to record her rewritten version of The Very Hungry Caterpillar 🐛 – El Monstruo Muy Hambriento – and agreed for me to share it. You can see and hear it below. I was gobsmacked at her accent given that we have been learning remotely since Christmas and she has had no live lessons, just a couple of videos of me reading La Oruga Muy Hambrienta.

I'm a very proud Spanish teacher today. Layla in Y4 decided to read her version of El Monstruo Hambriento. Listen to her Spanish accent! All done remotely having listened to me reading La Oruga Hambrienta #celebratespeaking #Spanish @ALL4language @Schools_British pic.twitter.com/gm9Eo7fn34

— Welford Primary (@WelfordPrimary) February 10, 2021

Over the next few days I’ll be sharing some other poems that you might use for the challenge. Don’t forget, adults can join in too!

Just back from a family holiday in Italy where I once more had to struggle with not being able to communicate as I wished. I understood quite a bit thanks to Spanish and, to a lesser extent, French, but couldn’t formulate sufficiently coherent sentences to say what I wanted to communicate most of the time, thus resorting to a few words and a gesture with a pleading smile. In fact, I found that German was more helpful at times for the first part of the holidays as we were in Trentino-Alto Adige/Südtirol and often people didn’t speak English but understood German. Added to my ‘angst’ was the fact that all my attempts at Italian were met with replies in English, particularly in Bologna – I guess they thought they were being helpful but I was trying hard and it was a little disheartening!

However, I was in my element when I found the bookshops! My poor family tolerated me dragging them into at least four on our wanderings without moaning although I actually think they were glad of the air conditioning and a rest! I had my eye on a children’s book shop in the Piazza Maggiore but it was sadly shut when we returned to Bologna for holidays! Chiuso per Ferie was a phrase we learned very quickly! Nonetheless I still found others and treated myself to three books – I could have bought far more but as I don’t teach Italian, I was restrained and really thought hard about my choices.

Tu (non) sei piccolo is a bilingual book with the Italian in large type and the English a little smaller below. It’s a really simple book about some bears who are arguing about being big or small. What I particularly liked, apart from the bilingualism, was the repetition for the verb to be in 1st and 2nd person singular (I and you) and 2nd and 3rd person plural (you and they) as this gave me a good idea about how the verb ‘works.’ Additionally, the same two adjectives are used which meant that I could draw some conclusions about the behaviour of adjectives – much like panino/panini and cappuccino/cappuccini! It’s amusing too and I liked the illustrations of the different bears. It would be easy to adapt by changing the adjective and/or animal.

I chose Mio! Mio! Mio! as it’s also very repetitive and easy to understand. The little frog finds an egg and claims it as his own – Mio! But all the other animals say it’s theirs until it ends up hitting the elephant on the head – then nobody wants it and frog at last can have it. Then it hatches…
I enjoyed comparing animal names with the Spanish – l’elefante, l’aquila, il serpente – and discover a new one that none of my translating apps could work out – il varano which is a monitor lizard! The grammar was also similar – è mio! / ¡es mío! for it’s mine ; è suo! / ¡es suyo! meaning it’s his; I saw a similarity between chi for who and qui in French, and Allora te lo restituisco was easy to decode as I’ve give it back to you with the link to restitution. Finally, it also tickled me that it featured ‘un uovo’ as the boys were asked every morning if they’d like one in our wonderful B&B (if you’re ever going to the Dolomites, I can thoroughly recommend Agriturismo Florandonole )

My final choice recognises the wonders of Italian food and drink. Non piangere, cipolla (Don’t cry onion) is a book of poems and verse organised in alphabetical order starting with Acqua and ending with Uva. These poems will need more concentration (and a dictionary!) to translate but I can get the gist of many of them. A couple of my favourites are below.

I’ve enjoyed reading all these books aloud, trying out my Italian pronunciation (which still needs work) and listening to how they sound. I’m looking forward to reading them ever more accurately, and also to understanding a little more as I reread them.