Presentation on theme: "Suzi Bewell and PGCE MFL 2012-13 Cohort 25 June 2013 Set the MFL classroom on fire with."— Presentation transcript:
Suzi Bewell and PGCE MFL 2012-13 Cohort 25 June 2013 Set the MFL classroom on fire with
Food for thought… Be brave, be bold and dont always do as youre told! *post it note starter task What do you want to get out of today?
FLAME at University of York Tuesday 25 th June 2013 AIMS: Suzi and her terrific trainee MFL student teachers will -showcase a wide range of innovative resources aimed at upper KS2/KS3 which do not always follow traditional text book* topics - talk about how they have spent the summer term working on motivational cross curricular languages projects in schools -inspire you to go away and convince your colleagues of the value of FLAME -send you away with 100s of ready made resources so you cant use the excuse that you dont have the time!
Cross-curricular Links Today Cross Curricular links between MFL and the following subjects will be shared: -Science (PGCE MFL 2011-12 cohort) -Art (famous Fr Ger and Sp artists) -Drama (including working with a local theatre group) -Food technology (The Great MFL Bake-Off) -History (featuring the Castle Museum) -Music (rhythm, rhyme and the sound-spelling link) -Sport (Wake and Shake) -Citizenship (the wider F G and S speaking world)
What is CLIL / FLAME? Acknowledgements: -Coyle, Hood and March, CLIL: Content and Language Integrated Learning, Cambridge University Press, 2010 -Eva Lamb, King Edward Language College, Sheffield -John Connor, MFL consultant and all round good egg -Rachel Hawkes, Comberton Village College -Natalio Ormeño, ALL Language World 2012 Video link: http://tinyurl.com/DoCoyleVideoCliphttp://tinyurl.com/DoCoyleVideoClip
What is FLAME? The Association For Language Learning has set up Flame (Future for Language as a Medium of Education), a new initiative to support CLIL and bilingual learning.The Association For Language Learning FlameCLIL Launched formally on 17th January 2013, it aims to support the many ways that teachers are combining languages with other subjects, whether bringing subject topics into language lessons, teaching subject modules or teaching one or more whole subjects through a language other than English.
FLAME plans to: Bring together people with a shared interest in bilingual learning; Help teachers to collaborate and share ideas; Provide valuable information and advice for schools; Arrange open days to see CLIL and bilingual learning in action; and Improve the availability of learning resources.
ALL hopes that FLAME will increase the number of primary and secondary schools that combine language teaching with the teaching of key subjects, and that this in turn will help to transform the quality of language learning in schools.
CLIL requires languages teachers to teach predominantly in the target language, something which the most recent MFL OFSTED report Achievement and Challenge deemed to be an apparent weakness in MFL departments. Achievement and Challenge The use of the TL (Target Language) has always been an area of debate and with the advent of PLTS and Learning 2 Learn, many MFL teachers have seemingly resorted to teaching for the most part in English.TLPLTS Learning 2 Learn FLAME seeks to address this issue with immersion teaching and requires very careful planning and a clear and rigorous implementation strategy on a departmental level.
Teaching FLAME is very different from teaching Modern Languages in the traditional way. WHY do we still insist on delivering a traditional curriculum whereby students entering in Year 7 are most likely to learn about such topics as self and family, pets, pencil case and perhaps daily routine. Do most 11 year olds really want to talk about such things in their own language let alone the TL?
Consider also the level of cognitive challenge in MFL compared with other core subjects In general, how is student engagement and motivation (or lack thereof) in MFL? What we believe FLAME aims to do is to bridge the gap between CLIL and traditional methodology, allowing teachers the freedom to teach more engaging cross curricular topics predominantly in the TL. In turn, learners will have a much stronger motivation to learn a language in order to communicate for real and relevant reasons. It is essential that we as language educators stimulate the desire to want to learn a foreign language, especially in a world where GCSE update for languages in the UK is at an all time low.
A DUAL FOCUS Content and Language Integrated Learning (CLIL) is a dual-focussed educational approach in which an additional language is used for the learning and teaching of both CONTENT and LANGUAGE. CONTENT = Science LANGUAGE = French, German or Spanish
CLIL – NOTHING NEW! CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts.
Some case study examples: Video 1: Chenderit School, Northamptonshire (ICT, Geography or PSHE in Fr & Germ) 0-8mins http://www.all-nsc.org.uk/nsc/?q=node/94 Video 2: Judgemeadow Community College, Leicester (ICT, PHSE in Fr) 0-2mins http://www.all-nsc.org.uk/nsc/?q=node/108 - CLIL teacher rationale and pupil perceptions
CLIL = Cognitive Challenge CLIL not only promotes linguistic competence, it also serves to stimulate cognitive flexibility. Different thinking horizons and pathways which result from CLIL (…) can also have an impact on conceptualization (literally, how we think). This (…) helps the learner advance towards a more sophisticated level of learning in general.
INNOVATIVE FUSION! CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both.
A Science Example: http://www.ucet.ac.uk/2562 (0-6m30) http://www.ucet.ac.uk/2562 TDA 2010 - DVD on Integrated Language Learning which shows the impact that teaching science through French can have on childrens language skills. Pippa Jacobs, a Primary Teacher features in the film and talks about the benefits there are to using Integrated Language Learning. The film follows a Year 6 class in Pippas school as they learn about forces in Science including force versus gravity, experiments on air resistance, the Beaufort scale and kite making with a grand finale in France at the International kite Festival at Berck-sur-mer.
Science & MFL CLIL Project: Its great to COLLABORATE!
Les usages de leau A la maison L'eau est utilisée dans la cuisine, pour la toilette, la vaisselle, la lessive,le jardin, etc. A la campagne l'eau est utilisée par les agriculteurs pour l'alimentation des animaux etc, pour l'irrigation. Dans l'industrie l'eau est une matière essentielle. Par exemple, pour la production de nombreux produits : il faut 10 000 litres pour fabriquer une voiture. Framework Objective Reading using cues, highlight cognates, word families, follow written while listening, key words etc.
Le cycle de leau 1. L'évaporation 2. La condensation 3. Les précipitations 4. Le ruissellement
L eau et le développement L eau + les problèmes La croissance de la population La pollution -les familles -l industrie -l agriculture
Carousel activities x 5 You will spend the next hour making your way around the 5 groups (x 10m per table) and learning more about possible ways of combining MFL and other Curriculum areas such as art, music, food technology, drama and history. Enjoy!
With the introduction of the new curriculum and a greater emphasis on creativity then cross- curricular initiatives are certainly being promoted and encouraged. To all of you who have been involved with CLIL or for those who are interested in any way, then it is timely that we must work together to give a collective voice to CLIL in the UK. There are many colleagues in our European and international networks who have been using a CLIL approach in subject teaching, in MFL and in cross-curricular projects with whom we can link and share ideas. CLIL will provide us with a creative and dynamic forum through which to explore making our teaching and learning environments more motivating and engaging not only for the students we teach but also for ourselves. So the time is right for us in the UK to make a significant contribution to the CLIL movement and to ensure that or colleagues throughout the land are aware of its potential. During the last year, I have been in contact with many teachers who are hoping to start to experiment with CLIL modules and those that are building on past experiences. We can now start to bring this altogether… so lets get going….. Do Coyle
PLENARY: What are your next steps? What do you need to do to launch FLAME in your MFL department? *Select a suitable theme *Brainstorm your ideas with your colleagues Plan a lesson / series of lessons Resource the lesson(s) together – share the workload Be prepared to test and evaluate these FOLLOW ON FLAME EVENT JUNE 2014 – INTEREST?
Parting note… MFL teachers, I hope we have inspired you to relight some fires today!
Useful links for later… ALL launched its first FLAME newsletter in February - this can be found at http://www.all- languages.org.uk/uploads/files/FLAME/FLAME%20Newsletter%20F ebruary%202013.pdfhttp://www.all- languages.org.uk/uploads/files/FLAME/FLAME%20Newsletter%20F ebruary%202013.pdf For more information about FLAME, see the FLAME web page in the Community section of the ALL website. Community section CLIL case studies from the work done by Links into Languages can be found here. here. MFL practioners may also be interested in visiting the CLIL for Teachers wiki which contains many free and ready to download resources which are being shared by colleagues in schools where the CLIL / FLAME methodology is being successfully implemented into the MFL department.CLIL for Teachers wiki There are also several case studies online, via the CILT archives, whereby those MFL specialists who are currently unfamiliar with the idea of CLIL / FLAME can read about and view video footage of practicing primary and secondary practitioners of languages using the FLAME methodology with their learners, some as young as 8.several case studies