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.
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.”
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.
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!)
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.
Last night I attended a webinar hosted by ALL London with the British Council to launch the Language Trends survey for 2021.
Language Trends is a yearly report that discusses the state of language learning in England and is written by Ian Collen of Queens University, Belfast. It’s a really important report on language learning at primary and secondary level in England that is published and read at high level by government and policy makers. The more responses they get, the better the picture of language learning across the country as it is informed by the results of a survey sent to schools.
The Language Trends survey 2021 is being emailed to schools this week. It’ll be sent to the public email of your school – often the HT or enquiry@ Last year, it was notable that the responses tended to come from schools in more ‘affluent’ areas statistics wise (eg lower than average FSM) so it would be good to have a wider breadth of data this time. Ian Collen, the author of the report, wants to hear all about what’s going on in primary schools. One of last year’s finding was that “Primary Languages are embedded in policy but not in practice.” Therefore, if you ARE putting policy into practice, this is an opportunity to share all the wonderful things that are going on.
If you are asked to fill it in, please do! If you aren’t, email the Head and ask them to do it, or offer to do it for them! It’ll take you about 15 minutes. The deadline is 29th January which is very soon!!
If you’d like to read last year’s report, you can find it (and other research into language learning in the UK) on the British Council website Language Trends 2020 or it’s below in PDF,
This book is amazing! It has flaps, dials, double page factfiles, stories, quizzes, jokes and puzzles, all teaching facts about our planet – Planète Terre. In fact, it’s so amazing that I couldn’t just take photos, I had to make a video!
It’s the kind of book that would go down well on the class bookshelf for children to access in their free reading time. The facts are short and therefore less threatening than in your average non fiction book, allowing learners to concentrate on decoding a few unfamiliar words using their knowledge of cognates and other languages as well as context and of course their existing geographical/scientific knowledge. And although Spanish is the language we learn at my schools, I would still put this on the bookshelf as children like variety, some go to French club and others just enjoy looking at texts in other languages.
If you wanted to guide children’s reading of the book, you could compile a list of words in English that could be written in French by looking in the book (there are many words written in bold that would suit this activity) or perhaps create some sentences with gaps to be completed by reading a certain page, or even pose the six questions below and ask more advanced learners to answer in a sentence or two.
I’m off to find more of these – in Spanish this time!
I love a bargain, and am also a great fan of recycling so I am particularly pleased with a new pile of German children’s books!
Some were purchased via LiPS, one was found in an Oxfam shop in Bath, and the other three were a Christmas gift from my son who is currently studying in Germany and found them in an Oxfam shop there.
So here they are!
This lovely book is all about four legged friends playing Hide and Seek (Verstecken spielen) It has a touchy feely cover and features cute dogs a cat and a rabbit. I like the simplicity and repetition of the text as well as the animal noises. A fun book that would be great to read to FKS/KS1.
Ohren wackeln, Beine zappeln is another cute board book featuring animals. This time it has holes in each page in which you insert your fingers to make the ears (Ohren) or legs (Beine) of the animals. Each page has two lines of text and is written in rhyme – great to read aloud and practice your pronunciation as well as spotting the verbs. And of course, good for finger wiggling!
This a short board book is from the Disney Babies series and is all about baby Goofy going to bed. It’s written in prose and features Pluto as well as Goofy. Very cute!
Two books from the same series here! Kennst du das? – Do you know that? Each is a word book with bright photographs to illustrate the meanings. They include ‘usual’ words such as Pferd, Hase, Katze, Tiger and Elephant, but also more unusual animals – Streifenhörnchen, Rotfeuerfisch and Wandelnde Blätter and vocabulary – Zange (pliers) Reißverschluss (zip) and Qualle (jellyfish) It also indulges my love of looking at German words, ‘literally translating’ and seeing language links: Dreirad = three wheels = tricycle Nacktschnecke = naked snail = slug Stinktier = smelly animal = skunk Fledermaus = flying mouse = bat Nashorn = nose horn = rhino Flusspferd = river horse = hippo
Finally a board book with sliding windows (Schiebefenster) to learn numbers 1-10. The windows slide to show either the numeral or a number of objects so could be used for numbers and then extended to use the vocabulary pictured, in singular and plural forms. Perhaps older learners could have a look in a dictionary for the words whilst others will begin to recognise the correct item from three after several readings.
I was really surprised to find this book in an Oxfam shop in Bath, and even more surprised when I realised that the buttons still worked! I like reading books based on series that we watch in English as it’s possible to compare names and ket features in the other language. For example, Ryder and Chase have the same names in both languages and the PupPad in German is called the Pfot-o-fon (Paws ‘phone) I’m looking forward to sharing this book with the little ones at school. And I don’t think the enchantment of this book is limited to little ones..
So these are my new German books. What do you think? It’s a bit of a shame that I don’t teach German on a day to day basis but reading them aloud is great fun! A reminder that there is a catalogue of my (ever growing!) collection of German children’s books here, and there is also a French list and several for Spanish – fiction, nonfiction, rhymes poems and songs, plus an ‘other languages‘ list too!
Yesterday I spent an interesting day in London at the Institute of Education, University College London attending the Festival of Social Science 2019 – Primary Languages Policy in England – Making it happen!
The blurb at the top of the agenda explains the purpose of the day:
Learning a modern or ancient language became a part of the statutory curriculum for England from September 2014. Five years into the new policy, there are still significant challenges in meeting national curriculum requirements, leading to inequity from school to school and region to region. This event will address key issues affecting the success of primary languages and put 10 recommendations from the recently published RIPL White Paper to the test. Come and join leading practitioners and policy makers in an interactive day where your views will directly feed into a draft implementation strategy to inform the way forward for primary languages in England. The session will take inspiration from the World Café process, combining short inputs, followed by small round table discussion of key questions, captured by graphic recording/posters, leading to plenary feedback at the end of the session, connecting main findings and agreeing points for action.
Throughout the day we considered six questions that covered the 10 recommendations of the RiPL White Paper. An ‘expert witness’ spoke for five minutes and then we discussed the questions at our tables with someone scribing onto large posters. I was designated scribe for my group that was chaired by Dr Rowena Kasprowicz and included Jenny Carpenter (President of NALA), Yvonne Kennedy (Herts for Learning) and Marnie Seymour (University of Winchester.) After each question, each group’s poster was collected and displayed. Half way through the day, responses to the first three questions were summarised by the ‘question chair’, a member of RiPL.
As well as scribing I tried to sketchnote the day. The five minute ‘opening comments’ are in black for each question, and the summary is presented in the coloured pen.
It was a very interesting day, discussing how primary languages can move forward and what needs to be done for that to happen. You can read the White Paper in detail below – or read the one page summary!
Also. do check out the RiPL website – it’s full of information and research about Primary language teaching and learning. I particularly like the One page summaries of longer research papers; a time saver and also gives a taster so you can decide if you want to delve deeper.