Making language learning make sense Rachel Hawkes Material

Making (language learning make) sense Rachel Hawkes Material licensed as CC BY-NC-SA

Language Analysis (LA) is… • an activity, which involves… • spotting patterns and identifying variables, • to understand language more deeply, • and includes any and all language data: • pronunciation, vocabulary, grammar and Adapted from: http: //clie. org. uk/laser/#manifesto meaning. Motivated looking (and listening) Rachel Hawkes Material licensed as CC BY-NC-SA

What are the benefits for FL? According to the LA manifesto –Interest and enjoyment –Explicitness –Boys –Application to further, future FL learning –Cultural and linguistic insight and understanding Rachel Hawkes Material licensed as CC BY-NC-SA

Phonics At KS 1, it is at least potentially part of the phonics approach, with the latter’s emphasis on graphemephoneme correspondences. But this kind of analysis seems to vanish in KS 2 and beyond. Language Analysis in Schools: Education and Research. A manifesto for LASER. 6. 2 There is significant evidence, including from the most effective practitioners, that direct and systematic teaching of phonics in the new language is a more reliable method for assuring accurate pronunciation and spelling. However, this is still relatively rare practice in classrooms. Anon. 2016. Modern Foreign Languages Pedagogy Review. A review of modern foreign languages teaching practice in key stage 3 and key stage 4. (Chair: Ian Bauckham). Teaching Schools Council. Rachel Hawkes Material licensed as CC BY-NC-SA

Why teach phonics? • Teaching phonics develops phonological decoding • Without explicit phonics teaching, decoding may be limited • The ability to decode is associated positively with motivation • Decoding enables learners to access new language autonomously and accurately • Phonics teaching supports vocabulary learning, which is key to making progress in language learning • The time spent on teaching phonics does not seem to delay progress in https: //ncelp. org/resources/resource-portal/ other areas, i. e. reading comprehension Rachel Hawkes Material licensed as CC BY-NC-SA

Teaching phonics • Awareness-raising tasks • Focus on specific sound-symbol correspondences (SSCs) • Practice in connecting sounds to symbols (in isolation and combination) • Recognition in speech and writing • Application of knowledge in read-aloud, segmentation and transcription tasks (previously learnt and new words) • Independent use when asking for meanings of new words, sounding out in vocabulary learning is conscious and slow, and is taught explicitly, in contrast with • “LA Formal and informal assessment all the unconscious rapid language analysis which is part of everyday language use. ” Rachel Hawkes Material licensed as CC BY-NC-SA

u Stephen Owen tu Material licensed as CC BY-NC-SA 4

ou Stephen Owen nous Material licensed as CC BY-NC-SA 4

salut! sur [on] tu amusant Stephen Owen vue utiliser [to use] Material licensed as CC BY-NC-SA 4

toujours trouver [always; still] jouer nous Bonjour! Stephen Owen douze Material licensed as CC BY-NC-SA 4

Sample French phonics activities - Listening 1. Listen carefully to the following words and tick ‘u’ or ‘ou’ depending on the sound you hear. 1 2 3 4 5 Stephen Owen u ou Word 1 Word 2 Word 3 Word 4 Word 5 Material licensed as CC BY-NC-SA 4

3. Listen carefully to the following sentences and complete the spelling of the word with ‘u’ or ‘ou’. 1. 2. 3. 4. 5. Stephen Owen On se retr__ve à quelle heure? Je joue s__vent au rugby. Dans ma chambre, j’ai un petit b__reau. Vous avez une belle v__e sur la mer. Les jeux sont très am__sants. Material licensed as CC BY-NC-SA 4

1. Vous jouez dans la boue ? Vous êtes fou ! 2. j’ai trouvé douze cailloux sous la poule ! 3. Tu es dans la rue 4. Julie a vu une prune brune Robert Woore Material licensed as CC BY-NC-SA 4

à Liège à St Malo il gèle à Perigueux il fait mauvais à Blois à Selles il fait beau à Beauvais il fait chaud à Pau à Gent à St Gervais il fait froid et il pleut à Montrichard à Paris plage dans le nord Rachel Hawkes Material licensed as CC BY-NC-SA 4

Vocabulary to be taught should be informed by frequency of occurrence in the language, and special attention should be paid to common verbs in the early stages. . . A consequence of not attending to frequency of occurrence in vocabulary choice is pupils realising that they cannot say or understand basic things in the language. Anon. 2016. Modern Foreign Languages Pedagogy Review. A review of modern foreign languages teaching practice in key stage 3 and key stage 4. (Chair: Ian Bauckham). Teaching Schools Council. There are thousands of words in Spanish which, …can easily be understood with the application of a few, simple rules. When they…occur in context, students will be expected to understand them. p. 21 AQA Spanish GCSE Specification Rachel Hawkes Material licensed as CC BY-NC-SA

Rachel Hawkes Material licensed as CC BY-NC-SA

2 English Spanish English -ous at the end of the word often changes to oso The singer is El cantante es famous famoso Can you translate the following sentences? 1. Mi hermano es estudioso y ambicioso. 2. My dog is fabulous. What would the following words be in Spanish? numerous precious generous Can you write a sentence in English using each and translate it into Spanish?

2 ANSWERS 1. Mi hermano es 1. My brother is estudioso y studious and ambicioso. . ambitious. 2. My dog is fabulous. 2. Mi perro es fabuloso. 3. numerous 3. numeroso 4. precious 4. precioso 5. generous What minor spelling changes do you notice in 5. generoso no. 1? studious estudioso a ambitious

Word families How did Ana say she was feeling? Why was Ana depressed about being 27 years old? Give two reasons. What had Ana read about love? Q 5. AQA GCSE Higher Spanish Reading

Grammar (across the curriculum) This is the idea that the grammar taught in first-language classrooms should be recycled in the teaching of foreign languages, and that if the two are coordinated they will enrich each other. http: //lagb-education. org/grammar-across-the-curriculum In both universities and schools, there is very little collaboration between foreign languages (FL) and English. . . English and FL typically have different teachers and present different views of language; this division obviously prevents FL teachers from building on the AL skills taught in English, and vice versa. Language Analysis in Schools: Education and Research. A manifesto for LASER. Rachel Hawkes Material licensed as CC BY-NC-SA

Joint planning could benefit the language teaching by linking to the pupil’s rich knowledge and understanding of English; and the benefit for English teaching would lie in the discovery that some of the linguistic conventions that we take for granted are in fact arbitrary, and that increased awareness of the conventions in another language can enrich the understanding and appreciation of our own. Languages Today Spring 2016, pp. 30 Rachel Hawkes Material licensed as CC BY-NC-SA

Nouns • A proper noun is the name of a person or a place that is spelled with a capital letter. • A concrete noun is something that you can experience with one or more of your five senses. • An abstract noun names a quality, an emotion or an idea.

Translate the following nouns into English and categorise them as proper, concrete or abstract nouns. 1 el tenis 2 Méjico 3 la música 4 el fútbol 5 el sábado 6 el héroe 7 el amor 8 la pasión 12 Londres 9 el deporte 10 la inteligencia 11 el cumpleaños 13 septiembre

Compare and contrast • Use of capital letters My favourite day is Saturday. Mi día favorito es sábado. the 27 th of June el 27 de junio

Compare and contrast • Use of articles Music is very important. La música es muy importante. Some nouns in Spanish have “el” in front of them, some have “la”, some have “los” and others have “las”. This is because nouns in Spanish have both number (singular/plural) and gender (masculine/feminine). El/la/los/las is the definite article, and gives you this information about the noun. Ask your Spanish teacher for more

English article ‘the’ • Can you hear the music? • I can only hear the dog barking and the other animals! • What? ! Oh, you mean the elephants, the rhinos, the anteaters and the squirrels? English is so easy! There’s only one word for ‘the’… 1) Read the following statements out loud. 2) What do you notice about the article ‘the’? 3) How would you teach this to someone learning English? What is the rule?

Compare and contrast • Spelling patterns Intelligence la inteligencia passion la pasión tennis el tenis Remember that in Spanish we ONLY double the consonants in Ca. Ro. Li. Na, and no others (and not always!)!

Looks can be deceiving! Translate each of the adjectives into English. Which image do they describe? tranquila modern o tímido bonita alta ruidoso entreteni da enfadado

Grammar in FL Key recommendations ▪ Provide an explicit but succinct description of the grammatical feature to be taught ▪ Provide practice of the grammar point in ‘input language’ (reading / listening) ▪ Provide practice in productive use of the features being taught ▪ Practice productive use in free writing and speech in a range of contexts ▪ Utilise standard grammatical terminology ▪ Build on knowledge developed at key stage 2 Rachel Hawkes Material licensed as CC BY-NC-SA

Practice of the grammar point in ‘input language’ Example: French 1 st person present versus past tense with avoir (je vs. j’ai) Listen to these people talking about what they normally do at the weekend and what they did last weekend. You will hear each sentence twice. You will hear the whole sentence but the only clue is whether you hear “je” (something happens regularly) or “j’ai” (past). 1. Normalement 2. Normalement 3. Normalement 4. Normalement 5. Normalement Le weekend dernier Le weekend dernier Removed temporal adverb and kept main verb constant (no phonemic difference between present tense and past participle, e. g. fais vs. fait) → Use presence/absence of auxiliary and connect to meaning to identify the tense (Marsden, 2006) Rachel Hawkes Material licensed as CC BY-NC-SA

Feed ONE robot or ALL of the robots? Practising present tense 1 st person singular/plural verb endings in French • High accuracy when pronoun is present • Drop in accuracy when pronoun is removed • Increase in accuracy when attention is on the verb ending

Using anticipation to make gender ‘task essential’! You are at the supermarket with your dad. Fetch the items your dad asks for. It’s quite noisy in the supermarket, so it’s hard to hear what your dad is saying. Two items will appear each time. Decide which item your dad asked for and race to fetch it. Watch out! If you fetch the wrong item you will get a time penalty!

Using anticipation to make gender task essential! Hmmm, le chocolat ou la glace. Trouves le ……. . …, s’il te plait.

+ 1 Correct 1

Making language learning make sense • Increasing transparency for learners • Spotting patterns • Making links within and between languages • Tackling head-on what is most difficult • Connecting form and meaning Rachel Hawkes A lack of transparency results in distrust and a deep sense of insecurity. Dalai Lama Material licensed as CC BY-NC-SA

https: //ncelp. org/ Rachel Hawkes Material licensed as CC BY-NC-SA

NCELP “Understanding, improving and promoting language learning. ” https: //ncelp. org/ “A framework for understanding and enjoying language is a tool for the Language Analysis in Schools: Education and Research. A manifesto for LA whole of one's life. ” Material licensed as CC BY-NC-SA 4

Making (language learning make) sense Material licensed as CC BY-NC-SA 4