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CPD for Primary Languages

Learn techniques to encourage pupils to speak in a foreign language through three stages: input, output, and interaction. This session will focus on developing language skills according to the National Curriculum Programme of Study.

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CPD for Primary Languages

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  1. CPD for Primary Languages Wednesday 3rd December 2014

  2. Plan of session • 4.0 Tea • 4.30 Evaluation and feedback • 4.50 Barbara King – University of Reading • ‘Input, output and interaction’ • 5.0 Catherine Spiers - Fair Oak Primary School • ‘Encouraging Talk in a Foreign Language’ • 5.45 Questions • 6.0 Group discussion with secondary colleagues

  3. Today’s focus • Emphasis today on encouraging pupils to speak • National Curriculum Programme of Study • Links directly to points 1,2,3,4,5,6,7 and 10!

  4. We will focus on… • 3 Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help • 4 Speak in sentences, using familiar vocabulary, phrases and basic language structures • 5 Present ideas and information orally to a range of audiences • 6 Appreciate stories, songs, poems and rhymes in the language

  5. Link to principles • www.PDCinMFL.com • 1,2,3,4 (Oral interaction) • 8 The principal focus of pedagogy should be on developing language skills…

  6. Input, output and interaction • Three stages of speaking

  7. Input • The ‘presentation’ stage • New words and structures are introduced • Children listen and respond (possibly silently) • This is an important stage and needs time • Teacher is the main source of input in the languages classroom • New language needs to be modelled clearly

  8. Input • Stephen Krashen developed the idea of ‘comprehensible input’ in the 1980s • He said it is ‘all you need’ to learn a language • Possibly… • But it would take a long time…

  9. ‘Rich input’ • Learners also need ‘rich input’ • More than just the target words • Examples include songs and rhymes • Learners don’t need to understand everything • The aim is to become aware of the rhythms and sounds of the new language

  10. Output • Input is not enough • Learners need to produce language themselves • This should start as controlled, scaffolded speaking practice • Aim for gradually diminishing support • Teacher needs to model clearly the language the learners are expected to produce

  11. Interaction • Where language learning really happens! • A real opportunity for learners to use the chunks of language they have practised in the output stage • This should also be clearly modelled by the teacher • Could be modelled with another adult, a child or a toy!

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