Languages are Child s Play

Transcription

1 Languages are Child s Play Guidance for Primary Teachers and Managers on a Successful Introduction to Early Language Teaching and Learning spanish irish german

2 Contents Introduction Why Teach Languages Early? 1 Part 1: Introducing a Language Programme 2-4 Part 2: Contributing to All Areas of the Curriculum 5-7 Part 3: Delivering an Effective Language Programme 8-13 Part 4: Integrating the Target Language into Classroom Routine 14 Part 5: Recording Progress in Language Learning 15 Part 6: Involving Parents and the Local Community 16 Appendix 1 Word Games Appendix 2 Number Games Appendix 3 Useful Websites Appendix 4 Resources 24

3 Introduction Why Teach Languages Early? The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives as individuals, contributors to society and contributors to the economy and environment. Early second language learning helps fulfil this aim by enabling children to better understand themselves and others, to appreciate the cultures associated with their own and other languages and to know how their own and other languages work. Second language learning improves children s communication and literacy skills, enabling them to develop their aural and visual memory and encouraging them to become clear and confident speakers as well as attentive listeners. Children are helped to develop a greater understanding of how language works by exploring the similarities and differences between their mother tongue and the second language. Moreover, learning a second language serves to consolidate ideas, concepts and skills already taught in other areas of the curriculum and, when combined with elements from the areas of Personal Development and Mutual Understanding and The World Around Us, can help to create a meaningful and real context in which to develop children s inter-cultural understanding. The Northern Ireland Curriculum Primary Statutory Document, p49 There is growing evidence to suggest the following: The ability to learn a second language is highest between 0 and 6 years. It is therefore highly desirable that, from an early age, children should be exposed to other cultures and languages at a time when they are less self-conscious, naturally curious and more highly motivated. Early language learning is most successful when the language has a clearly defined purpose and is used in a range of contexts spanning all subjects of the curriculum. The acquisition of languages can enhance other learning, including problem-solving, literacy, ICT and Citizenship (JM Nash, Time, 1997; NL Komarova, Proceedings of the Royal Society B: Biological Sciences, 2001, see All this suggests that it is best to teach languages as early as Year 1 and in the rich, stimulating environment of the primary classroom. When early language learning is well taught and planned for, it can: promote positive attitudes and contribute to the development of the global citizen (PDMU); develop a greater awareness of language, consolidating basic structures and skills such as listening and speaking, and increasing children s ability to analyse language features (Thinking Skills and Personal Capabilities (TSPCs) and knowledge about language); provide opportunities to use concepts and skills children have already learned (across the Areas of Learning and TSPCs); enhance children s self-confidence as they achieve in their language learning experience (PDMU); develop personal and interpersonal skills such as turntaking, listening to others, working together in pairs and groups (Working with Others and TSPCs); and begin to develop an awareness of the range of possibilities available in the wider world (life choice and Employability). 1

4 Part 1 Introducing a Language Programme Is Your School Ready? This section will be of particular interest to those with managerial responsibilities in schools. Before embarking on an early language programme, it is worth considering the staffing implications. Firstly, it would be worthwhile to get the views of the staff about which language they think should be introduced and to whom. Secondly, it could be useful to carry out a staff audit to identify the linguistic competencies of staff members. Finally, a whole school plan would need to be drawn up identifying: the nature and content of the language programme; the staff involved; and the classes involved. Successful Delivery Research has shown that where early language learning has been successful, the teacher has demonstrated the following attributes: a high level of proficiency and confidence in using the language; a love for the language and its associated culture; the ability to analyse and describe the language; a knowledge of the principles of language acquisition; pedagogical skills specifically adapted for teaching languages to young children; and the ability to develop practical classroom approaches which recognise that the teaching of a second language enhances and supports the learning of the first. Methods of Delivery Once a school has decided to embark on an early language learning programme, it must consider who is to deliver the programme. There are a variety of options, but the final choice will depend on the expertise available in school. Classes might be taught by: the class teacher (with linguistic expertise and a knowledge of the culture); another teacher in the school (with linguistic expertise and a knowledge of the culture); a peripatetic tutor (with linguistic experience, a knowledge of the culture and a sound knowledge of primary methodology); or a language assistant (a native/near native speaker with sound knowledge of primary methodology). Each method of delivery is valid within the primary context, and each method has its own advantages. All methods of delivery can be successful. 2

5 Research suggests, however, that where possible the class teacher is the best person to deliver the programme: he or she knows the class better and is able to use the language as part of the daily routine. For the language experience to be positive, the class teacher must be linguistically competent and confident. They should have accurate pronunciation, knowledge and understanding of how the language works, and familiarity with the culture of the language. Research has also demonstrated that a good primary teacher who possesses the necessary linguistic and cultural skills will know how to: teach using real language appropriate to the learners needs; choose appropriate materials (often available in the classroom); adapt and simplify materials and tasks, e.g. retelling stories and incorporating cross-curricular work; involve the learners actively; motivate the learners; encourage communicative interaction; use a variety of techniques to ensure comprehension; and change and pace activities effectively. Where expertise is not available within the school, you may wish to use native or near-native speakers from the community as tutors. This can be very effective, providing they have had prior training in primary methodology and they have a clear understanding of the linguistic ability of the children. The school must also ensure that time is set aside for collaboration between the class teacher and the tutor, so the language experience becomes firmly embedded in the primary curriculum. Sharing Expertise It is worth talking to other schools before embarking on an early language learning programme. It would be a good idea to contact your local Language Adviser to find out if other schools in the area are offering a language programme. If they are, setting up a cluster group would allow you to share good practice, ideas and materials. You could also consider involving the local post-primary school as a means of ensuring continuity of learning. This would require effective planning at an early stage and involve both the primary class teacher and the post-primary language teacher. The schools would need to develop a co-ordinated programme, with shared perspectives and transfer of information by means of a record of achievement or portfolio. A number of postprimary schools offer outreach work to local primary schools, either through Specialist Language status or as part of enrichment courses. To ensure continuity and progression from class to class, schools might devise and instigate a development plan for early language teaching. The plan should address: linguistic progression (see Lines of Progression in Early Second language Learning ) the sustainability of language teaching throughout the school; the provision of staff; the provision of resources; in-service training and staff development, including language refresher courses; and collaboration with other primary and post-primary schools. Which Language? When planning for early language learning, schools might consider: Which language is most appropriate? Which language do staff feel most comfortable teaching? Does the school have links with a school where the language is spoken? Are there children in the school who speak this language? Is the language taught in local post-primary schools, and has this been planned for? Can continuity of teaching be assured if staff leave? What support is available from local agencies and the community? Are there opportunities for professional development? 3

6 It is important to note that the choice of language is not significant for children to have a successful language learning experience; the transferable skills they acquire through the experience are what count. In the early stages of learning it is important, through careful methodology, to develop a child s fascination for language, to build their confidence and self-esteem, and to enable them to learn how language works by finding patterns and comparing their own language with the new. The key to success is effective planning, allowing children time to progress in their learning in an enjoyable and motivating environment. Time Allocations There are two main factors related to timing that a school must consider: how much time is available to teach the language within the busy primary curriculum; and how much time the children need to assimilate the new language and make progress. In the early stages of language learning, schools should plan for short, frequent bursts of language, for example: Follow-Up Where the primary teacher is not the main deliverer of the language programme, there are ways to ensure that the programme is fully embedded in the primary curriculum. The class teacher should consolidate the main lesson in some of the following ways: Continue during the week to practise key phrases taught in the main lesson. Use the language of meeting, greeting and praise throughout the day. Talk about what the children have learned. Talk about aspects of culture, e.g. food, dress, geography and history. Present a taught story, song or rhyme as part of an assembly or performance. Develop links with a school in the target language area. Investigate web links which could support the target language. Encourage children to keep a diary or record of their target language experience. daily 10 minute slots in the Foundation Stage; at least one 20 minute slot per week at Key Stage 1 with daily interaction and revision; and at least one 30 minute slot per week at Key Stage 2 with daily interaction and revision. The key to a successful language programme is frequency, repetition and progression. This leads to effective communication. 4

7 Part 2 Contributing to All Areas of the Curriculum Once you have decided to embark on a primary languages programme, it is important to note how it can contribute to all Areas of Learning in the Curriculum. The language programme can and should fit in with what you are already doing, demonstrating that there is a real purpose to language learning. The following are examples of activities that the children might be involved in. Language and Literacy Listening and responding Listen to the target language (TL) as spoken by the teacher, native speaker or voices on CD or video. Listen and respond physically to rhymes, poems, stories and songs in the TL. Listen and respond to guidance and instructions for classroom management or in PE lessons. Become involved in storytelling, showing understanding by pointing to a picture, miming an action or sequencing cards to retell a story. Developing an awareness of sound Distinguish between TL and English words by playing odd one out or picking out rhyming words. Recognise and talk about features of the spoken language, e.g. silent letters. Listening and remembering Perform simple finger rhymes and poems in the TL accompanied by physical actions. Join in storytelling by chorusing or finishing repetitive phrases. Dramatise a story using costumes and props. Retell parts of a story, rhyme or song. Communicating Take part in simple conversations in the TL with the teacher or another child. Take part in group oral language activities. Express feelings. Reading Research information on some aspect of the TL culture using traditional and/or digital means. Begin to identify features of the TL, such as letters with accents. Writing Begin to use simple words or phrases to label work in the TL. The Arts Art and Design Introduce and practise using the names of colours to describe paintings. Draw, paint or make characters or scenes from a TL story or poem. Investigate the work of artists and designers from the TL culture. Make finger puppets or a simple jointed puppet to use in role play situations. 5

8 Music Listen to, learn and perform simple songs in the TL. Create effects or add atmosphere to parts of a story or action rhyme by adding sounds or music, such as scary music for the wolf in the Three Little Pigs and happy music for the end. Listen to and appreciate music from the TL culture. Drama Mime TL words and phrases, or act out sequences from stories. Add physical movements to songs and poems. Take part in role play exercises in the TL. Use realia (objects from the TL country/area) to create a role play area in the classroom, e.g. a French café or a Spanish shop. Use puppets to practise new language in a creative and imaginative way. Mathematics and Numeracy Practise saying numbers in the TL. Give instructions for programming roamers/beebots in the TL. Sort, match and make patterns in the TL. Play with euros in role plays at the shop or café. Say and write the date in the TL. There are many ways in which second language teaching can reinforce and support mathematics and numeracy strategies. For an extensive list of games associated with numeracy, see Appendix 2. Physical Education Learn and perform simple traditional dances from the TL country/area. Play games in the TL, such as The Farmer Wants a Wife. Respond to simple commands in a PE lesson. Play parachute games in the TL. The World Around Us Use books, internet, a partner school or video to find out about the lifestyle of children in the country of the TL. Compare our weather with weather in the country of the TL using holiday postcards and photographs. Introduce simple weather phrases and reinforce with rhymes and songs. Introduce animal names using picture cards or toy animals. Learn about animals in the TL country or about endangered species. Personal Development and Mutual Understanding Learning dispositions Active, fun-filled language learning activities not only provide opportunities to develop memory and concentration but also motivate children, stimulating their curiosity, encouraging them to persevere and challenging them in an enjoyable, non-threatening manner. Children are encouraged to develop positive attitudes, not only to language learning but to learning in general. Personal understanding During circle time, talk about names of children in other countries and give each child a name in the TL. Use puppets to teach feelings words, and reinforce these by having the puppets take on the roles of characters in a story and explain their feelings, e.g. I am afraid, I am angry. Teach words for simple body parts and reinforce through action songs and games, such as Head, Shoulders, Knees and Toes, The Hokey Cokey and Simon Says. Mutual understanding Appreciate ways we are similar and different to children in TL countries/areas, e.g. the clothes we wear. Become aware of our own culture and the cultural heritage of others, their traditions and celebrations. Be aware of the diversity of people around the world. Investigate customs in other countries associated with special dates such as Christmas and Easter. Health (Healthy eating) Discuss the food we eat and what we know about food from the TL country/area. Introduce the names of some foods in the TL and use them in discussions. 6

9 Ideas for Connecting Learning Our Ideas for Connecting Learning (ICLs) provide effective opportunities to incorporate language work across the Areas of Learning. Here are a few examples: Houses and Homes The Three Little Pigs; Little Bear (furniture; rooms in the house); Bugs, Birds and Beasts The Little Elephant (jungle animals); Gregory the Gorilla Who Didn t Like Bananas (food); Whatever the Weather Valentine Knows Best, Hugo the Hedgehog (weather, seasons and clothes); and The Blue Planet Rainbow Fish (sea creatures). 7

10 Part 3 Delivering an Effective Language Programme Methodology: Recommended Model for an Early Language Learning Lesson Stage Sample ideas and resources Warm-Up Activity What is my warm-up activity? A familiar rhyme/poem/song Throw a soft ball/toy to individuals to get responses to previously taught questions A Mexican wave around the class to practise familiar words or phrases A puppet Learning Intentions What are the learning intentions? We are learning to: say what we are called; identify question words; or sing a song about... Presentation How am I going to present the new language? Picture cards PowerPoint Mime/Actions Realia (objects from the TL culture) Practice What strategies am I going to use to practise the new language? Conclusion How am I going to conclude the lesson? Repeat using different voices Respond physically to an oral stimulus Repeat if it s true Game Song/Rap/Rhyme Role play A favourite game/song/rhyme An ending song A ritual activity A celebration of success Note that the teacher should ensure understanding at all stages. 8

11 Good Beginnings and Endings As with any good delivery, success is often determined by an effective beginning. This gets children thinking and speaking in the TL. You might choose to denote the beginning of the lesson by establishing a ritual, such as the appearance of a puppet or a familiar poem, song, rhyme or action. This invites the learners into the magical world of the language and its culture. A quick revision of previously taught language ensures that all the learners are comfortable with it before dealing with any new material. For example, you could: throw a soft ball or toy to a child while asking a previously taught question e.g. How are you? to which the child has to respond; organise a Mexican wave of words or phrases around the class, such as greetings or animal words (not allowing the children to say the same as the person before them makes this more challenging, and timing the wave can add a fun, competitive element); or perform a known mime or action and have the children chant the word or phrase which goes with that action until you blow a whistle and change the action. Ending the language lesson well is equally important. The learner needs to be gently led from the world of the other language back into the normal classroom routine. Recap on any new language taught, perhaps with a quiz, before giving the children an opportunity to: say goodbye to the language puppet; take part in an ending song or rhyme; or participate in a ritual to celebrate the progress they have made. For examples of good starting and ending rhymes, see CILT Young Pathfinder 6 Let s join in! and the DVD Languages are Child s Play (ISBN ). Games Games are an important and fun part of an early language learning experience. They help to develop children s auditory and oral skills in a non-threatening way and can provide an opportunity to revisit material covered in other curricular areas. Games are a means of encouraging everyone to participate, especially when a competitive element is introduced. The children eagerly ask and answer questions, practising a wide range of vocabulary. When using games, ensure that: the children are familiar with the rules; the children are aware of the language learning intentions; the class knows the key phrases and vocabulary; opportunities exist to demonstrate the game; the game is properly organised, e.g. it starts and finishes at the right moment and uses adequate space and the correct equipment; and there is an appropriate follow-up activity. See Appendices 1 and 2 for a comprehensive list of games. To help with planning, these are divided up into Whole Class Games, Team Games and Pair and Group Games. You can also watch some games in practice on the DVD Languages are Child s Play. Songs and Rhymes From a young age children are exposed to rhymes and songs as part of their normal learning environment so it would make sense to continue this practice in a second language learning programme. Songs and rhymes make an important contribution to the overall language development of the child, as they instil into the learner s mind a sense of the rhythm of the language and its sentence patterns. Songs and rhymes help children in a wide variety of other ways, including: appealing to all the senses; enhancing their oracy, literacy and numeracy skills; building their confidence; helping them to focus on enjoyment; concentrating their attention on sounds; 9

12 helping them to memorise the language; integrating languages to support a cross-curricular topic; and enabling the children to explore the culture of a country through its traditional songs and rhymes. All kinds of songs and rhymes can be used, such as: authentic songs and rhymes in the TL; made up songs and rhymes that practise a particular language structure; or familiar songs and rhymes translated into the TL. Well-known tunes that can easily be adapted to new language include: Frère Jacques (e.g. numbers, greetings); She ll Be Coming Round the Mountain (greetings); and My Darling Clementine (praise words). Familiar songs and rhymes that can be found in translation include: Happy Birthday to You; Frère Jacques; Hickory Dickory Dock; Twinkle Twinkle Little Star; and There Were Ten in the Bed. Simple rhymes linked to the Thematic Unit Houses and Homes appear on the Primary Languages microsite in French, German, Irish and Spanish. Follow the links from You can also see examples of songs and rhymes in practice in the DVD Languages are Child s Play. Storytelling Storytelling develops listening skills, provides a good model for pronunciation and grips the imagination. Familiar stories, such as fairy tales, can help children understand the TL. Other stories might link well with a particular unit or theme. You can also make up stories to practise particular language structures. Steps to telling a good story 1) Identify the key vocabulary. 2) Present and practise the key vocabulary: - using mime, picture cards or realia to help with meaning; and - ensuring the children take part in lots of repetition games. 3) Tell the whole story through the first time. 4) Invite the children to join in the story by: - miming; - repeating key words or phrases aloud; - finishing off sentences or phrases; - playing memory games (e.g. What comes next? Who comes next? ); - checking for understanding; and/or - practising key sounds. 5) Develop the story by inviting the children to: - match pictures and text; - sequence picture cards to retell the story; - listen to parts of the story and draw a suitable picture; - listen to parts of the story and create a tableau; and/or - act out the story. 6) Develop the story further by: - using its key structures in different contexts; or - embellishing the story by adding adjectives or extra details. The Primary Languages microsite at org.uk has a number of stories in French, German, Irish and Spanish. These link to the Thematic Units Houses and Homes, Whatever the Weather and Bugs, Birds and Beasts. There are also suggestions for activities in the Teachers section. 10

13 Other stories which work well in an early language learning programme are: Effective Use of Picture Cards The Enormous Turnip The Bad-Tempered Ladybird Visuals are an attractive way to introduce, reinforce and revise language. To introduce the language: The Very Hungry Caterpillar Farmer Duck Dear Zoo The Gruffalo Mr Grumpy s Outing The Little Red Hen Show a picture card and say the associated word or phrase. Encourage the children to repeat in a variety of voices, e.g. loud, quiet, happy and sad. The Gingerbread Man Itchy Bear Little Red Riding Hood Peace At Last You can see story-telling sessions in practice in the DVD Languages are Child s Play. Show a picture card and have the children chant the word/phrase until you blow a whistle. Then change the card and have them change to the new word/phrase. Show a picture card and say a word or phrase. The children only repeat if you have said the correct word or phrase. To reinforce and revise the language: Hide one picture card behind your back; the children have to guess which one it is. P lace all the picture cards on the board. The children have to put the cards in the order you call them out. P lace all the picture cards on the board, and ask the children to close their eyes. Remove a card and allow them to open their eyes. The first to say which card is missing gets a point for their team. P lace all the picture cards on the board and divide the class into two teams. One member of each team comes to the board. Say a word or phrase; the first to touch the correct picture card gets a point for their team. 11

14 Several children stand at the front of the class, each holding a different picture card. Give the rest of the class a chance to memorise who has which card. The children then hide their cards and swap places. Ask Who has...? (e.g. Who has the football card? ); the children have to remember the answer. Set up nine picture cards in a noughts and crosses formation on the board. Split the class into two teams. The children have to correctly name the word or phrase associated with a picture card in order to place their x or o in the grid. Introduce the written word(s) that go with each picture card. The children have to match each picture with the correct text. Put a number, colour or letter in the corner of each picture card. Then ask children what number is the dog etc. Role Play/Group and Pair Work Role playing is an excellent way of encouraging children to use the language in particular contexts. The key to successful role play is finding ways to practise the same structures as many times as possible without the children getting bored. There is a natural progression within the role play: Role play with support: You could place the picture cards on the board to guide the role play, changing them slightly each time. Role play for a purpose, e.g. finding a partner: You could prepare individual cards with one half of a wellknown partnership such as Tigger or Winnie the Pooh, Pig or Wolf. Alternatively, choose a category such as healthy and unhealthy foods. The children have to ask each other an appropriate question to find a partner. Cocktail party activity: The children prepare a short conversation of a couple of exchanges. They walk around the class until the music stops or you blow a whistle. Then they have the conversation with the person standing nearest to them until the music starts again, and so on. Continue until each child has practised the same conversation with at least five others. Market research: The children have to ask the same question to as many people in the class as possible, e.g. What is your favourite colour?, and note the answer. You could present the results as a graph. Role play creatively and independently: This could be where children role play using puppets, enact café scenes, or simply make up their own conversations. To encourage the children to listen attentively when another pair are performing a conversation, it is a good idea to get the rest of the class to mime out what they hear. They will already have learned specific mimes for each word or phrase in the initial presentation stage. Using ICT At no other time has technology been so important in the teaching and learning experience of children. The effective use of ICT in the language classroom can enhance the linguistic experience of the children by: increasing their exposure to native speakers; providing new opportunities to engage their interest; giving access to resources on the internet; enabling remote teaching and learning; and increasing opportunities for independent learning. ICT activities, such as use of the interactive whiteboard, digital cameras and CD-ROMS, can be very motivating for children. CD-ROM CD-ROMs provide a variety of material to practise vocabulary. Video clips can provide authentic images of life in areas where the target language is spoken. Most CD-ROMs have interactive activities and games to reinforce newly learned vocabulary. PowerPoint You can use PowerPoint to: present new vocabulary in pictures and words; retell stories using pictures from clip art; and provide opportunities for the children to predict the next line of text in a story. 12

15 Video-Conferencing This tool can enable children to link up with classes in the TL country/area to practise the language they have been learning in a very real situation. If this is not possible, children could perhaps link up with language classes in another primary or a local post-primary school. Internet Children can use the internet to: explore websites for information about the TL country/area; and access websites with interactive activities for the early language learner. The children could have their own individual puppets with individual identities and personalities. Use these to practise new and revise old language and structures in pairs and groupwork. Initially, children could work with their puppets on a one-to-one basis, practising previously taught conversations and vocabulary such as Hello, how are you? What is your name? From this they could move on to working in groups or in front of the class in songs and rhymes, so creating and enacting a variety of effective role plays. The appearance of a puppet can also be the symbol for the beginning of the language lesson. You can see examples of how puppets can be used in practice in the DVD Languages are Child s Play. Desktop Publishing Packages such as Microsoft Publisher can be used to: create banners to display in the classroom, e.g. Welcome posters, labels for classroom objects and signs for the school; and produce attractive and professional leaflets in the TL that include photos from the internet. Using Puppets Puppets are an ideal method of introducing a second language into the classroom, as children are often less self-conscious about speaking in the second language when using a puppet. They use the puppet to communicate for real purposes while developing their listening, speaking and communicative skills. Children learn experientially through visual, aural and kinesthetic involvement in a subject. Puppets are bright and colourful, tactile and moving. They engage the child as a whole person, increasing their interest in the lesson and leading to deeper learning. You can use a puppet to introduce and practise new language. Using the puppet as a native speaker can provide a convincing, non-threatening role model for the children. Generally children imitate conversations conducted by the people around them. Using the puppet gives them an ideal opportunity to practise this very natural language learning strategy. 13

16 Part 4 Integrating the Target Language into Classroom Routine It is good practice to try to incorporate as much of the target language as possible into normal daily routine. Very quickly, the children will become used to hearing and speaking the TL as a matter of course. You can integrate the TL in a variety of ways: Greeting the class with Hello, Good Morning, Good Afternoon, Goodbye Asking How are you? Greeting visitors Taking the register (children can answer their name with a given number, alphabet letter, fruit, colour etc) Writing the date daily Completing a daily weather chart Using praise words, such as Great, Well done, Good effort Using sanction words, e.g. Quiet, please! Simple class instructions, e.g. Stand up, Sit down, Line up Discussing healthy foods at break, e.g. Who has a banana?, Who has an apple? Singing Happy Birthday Environmental print Comments in exercise books Spelling out words in the TL. 14

17 Part 5 Recording Progress in Language Learning It is very useful to keep a record of early language learning. This allows you to reflect on a child s progress, and it gives children the opportunity to think about their achievements. It also provides information which can be passed on through the primary school and ultimately to the child s post-primary school. An I can now... portfolio is an easy way to record progress that is not too time-consuming. It is a way of reinforcing learning intentions and encouraging the children to reflect on how well they have achieved those intentions, for example: I can sing a song in Spanish. I can identify a question word in French. I can take part in a short conversation about the weather. The children could tick boxes or colour in speech bubbles to indicate when they can do what has been asked. Alternatively, the number of smiley faces they colour could indicate how confident they feel about what they can do. There should also be opportunities: for children to indicate what they like best and what they dislike about learning the TL; for the class teacher to discuss with the children how they learn; and to highlight the transferable skills that form part of early language learning. You could make up a workbook including some simple reading and writing exercises, for example: Match the English and TL phrases. Colour the correct spelling. Fill the gaps in the conversations. A vocabulary section in their workbooks or notebooks would allow children to refer to words and phrases they have learned whenever they need a reminder. Children could create their own mini-dictionary of other words and phrases they come across. This would give them an opportunity to take ownership of their learning. It is also useful to have a section for children to keep some examples of work they have done, such as poems and labelled pictures. Stickers in the TL, which are readily available (see the Useful Websites section), or home-made certificates of merit can reward effort and celebrate success in language learning. For further information, see the details about the European Languages Portfolio on the CILT website. 15

18 Part 6 Involving Parents and the Local Community When parents and those in the local community find out about the early language learning that is taking place in the school, many will be eager to get involved and to experience what their children are learning. There are many ways in which parents and members of the local community can be involved in aspects of early language learning and share in the children s success. You might consider some of the following: Incorporate songs, rhymes or role plays in the TL into an assembly. Include a Christmas song or part of the Nativity in the TL in the Christmas concert. Organise a TL concert in which each class showcases something they have learned, e.g. a song, a poem, a game, a rap or a short conversation. Invite parents and the local community to breakfast or a café with foreign food items and the children acting as waiters all in the TL, of course. Celebrate the European Day of Languages with a variety of activities. For example, give children the opportunity to dress up in a special costume from another country. (See for more ideas.) Hold a Flag Day: each class chooses a country and the children come to school dressed in the colours of that country s flag. Arrange activities to teach the children some phrases in the country s language and about food or customs from its culture. Send the children home with a CD of songs and rhymes to practise with their families. Give parents a list of useful websites for simple language learning activities. Find out if any parents are linguists or native speakers, and ask if they could help out. Ask local post-primary schools if teachers from the languages department or GCSE or A-Level students could come out to support language activities. Invite families to come along to a special lesson of holiday-specific vocabulary: a family holiday language lesson. Arrange a festival day. 16

19 Appendix 1 Word Games Whole Class Games 1. Bingo Give all the children pre-prepared bingo cards with pictures of words or phrases. Call out words and phrases at random; when a child hears a word on their card, they mark it off. Continue until someone completes their card and calls Bingo! 2. Duck, Duck, Goose Use a combination of two words or phrases in the target language, such as Hello, Hello, Goodbye or Little Pig, Little Pig, Wolf. The children sit in a circle. One child walks around the outer edge saying Hello, Hello as many times as they want while tapping each child on the head. When they say Goodbye to a child, that child has to get up and chase them around the circle. The winner is the one who sits down first. Alternatively, the child who is told Goodbye has to stand up and do a mime for Goodbye. Then you can play the game in the classroom, with all the children in their seats. 3. Find the Object One child leaves the room, and the others hide an object or picture card. When the child comes back in, everyone else starts chanting the name of the object (e.g. Pencil! Pencil! ) in the TL. They chant more loudly as the child gets nearer to the object and quietly if they move further away, until the object is found. This also works very well with letters of the alphabet and numbers. 4. Four Corners Place a picture card in each corner of the classroom. The children move around while the music plays, and when the music stops they choose and move to a corner. In turn, the groups in each corner shout out the word or phrase on their picture card. You then choose a corner; the children in that group are out and have to sit down. Alternatively, the children move around the room until you blow a whistle or the music stops. Then shout out a word or phrase, and the children all have to go to the correct corner. The slowest is out. 5. Fruit Salad The children sit in a circle. Choose a category, such as animals or greetings, and give each child a mini picture card representing a related word or phrase. One child goes to the centre of the circle and calls out a word or phrase. The children with that picture card have to swap places, while the child in the centre tries to take one of their places and leave someone else in the centre. 6. Hot Potato The children stand in a circle. One child holds a ball or soft toy and says one of their unit vocabulary words or phrases in both English and the TL. If they do this correctly, they may pass the ball to another child, who repeats the process with a different word. This encourages quick thinking in the TL. 7. Jump the Line Have the children line up in front of you, one behind the other. Hold up a picture card in each hand. Say a word or phrase that describes one of the picture cards; the children jump out of the line to the left or right, in the direction of the correct card. Those who jump the wrong way are out. 8. Kim s Game Show the class a collection of objects or picture cards. Give them a few minutes to memorise the collection, then cover it up. Challenge the children to remember as many things as they can and name them in the TL. 17

20 9. Pass the Parcel Fill a bag with objects or mini picture cards. Pass the bag around the room while music plays or the children sing a verse of a song. When you stop the music, the child holding the bag picks out an object or card while the class chants What is it? The child holds up the object and tells the class what it is. 10. Simon Says Use a number of previously taught words or phrases that have accompanying mimes. Have the children stand up. If you say Simon Says and a word or phrase, the children do the correct mime. If you don t say Simon Says, the children do nothing if they do a mime, they are out and sit down. To speed up the game, the slowest to respond when you say Simon Says can also be out. 11. Throw the Ball Throw a ball or soft toy to a child while saying a question, a word or a phrase in the TL. The child replies with the answer, a mime or the corresponding English word or phrase. This is a good way to eliminate self-consciousness, as the children do not have to put up their hands to answer. They often answer before realising what they have done! 12. Where is George? This is a fun game to practise asking and saying names in the TL. One child leaves the room for a moment, while you give another child a soft toy or puppet called George to hide on their person. The task is for the child who left the room to find George by asking the others one by one What s your name? Children who aren t hiding George answer with their own name, or any other name in the TL. The child who is hiding George must answer My name is George and produce the toy George. 18

21 Team Games 1. Charades One person from each team stands up. Do one of the mimes you have previously taught. The first person to say in the TL what you are miming gets a point for their team. 2. Relay Game Place picture cards on the board. Divide the children into two teams, and line each team up, one behind the other, in front of the board. Give each team a box with the words for the items on the picture cards. Each child in turn picks out a word from the box and sticks it on the correct picture, then moves to the back of the line. The team that finishes first wins. 3. Scavenger Hunt Give each team a list in the TL of objects to find. The first team to come back with all the items on the list wins. 4. Stepping Stones Place picture cards on the floor or stick them to the board to represent stepping stones over a river. Each team has to cross from one side to the other by naming the picture cards correctly in the TL. 5. Which One s Missing? Show a number of objects or picture cards. Ask the children to close their eyes, then remove one card. The children open their eyes again, and the team that guesses first which card you have removed gets a point. Pair and Group Games 1. Acrostic Poems Working in groups or pairs, the children make up acrostic poems using specific categories of vocabulary such as animals or names. After a game, reward the winners with a praise song by putting simple praise words in the TL to any well-known tune, such as My Darling Clementine or Frère Jacques. You might also want to invite the winners to choose the next game, or a song or rhyme to finish the session. 2. Board Games Design a simple board game with some pictures on certain squares. The children throw dice and make their way around the board. If they land on a square with a picture, they have to say the appropriate word or phrase in the TL. The winner is the one to reach the end first. 3. Dominoes In groups, the children play dominoes using sets of picture and word cards, question and answer cards or TL expressions with their English translations. 4. Mnemonics Each group makes up a silly mnemonic to remember items of vocabulary or phrases, such as the days of the week (e.g. languages make me jolly on very sad days for French lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche ). 5. Pelmanism Give each group a set of picture cards and a set of matching word cards in a different colour. Place all the cards face down on the table. Each child in turn picks up two cards, one from each set. If they have a matching pair, they keep the cards. The winner is the one with the most matching pairs at the end. 19

22 Appendix 2 Number Games Once children are familiar with numbers in the target language, you can use the TL to consolidate and revise number facts with them. Almost all of the following numeracy activities can be adapted to practise any vocabulary in the TL Game The children stand behind their chairs. The first child starts at 1 and can say up to 3 consecutive numbers: 1, 1, 2 or 1, 2, 3. The next child continues the sequence, and so on around the room. Each child can say up to three numbers. When they reach number 11, the child who has to say 11 is out and sits down. The next child starts again at 1, and so it goes on until the last child standing is the winner. 2. Alphabet Values Once the children are familiar with the alphabet and numbers up to 26, they can play this game. Give each letter of the alphabet a value, e.g. a = 1, b = 2. The children work out the value of their name. The winner is the person who has the name with the highest value. You can use this technique with any other items, e.g. names of animals or items of food. 3. Bingo The children draw a grid of 4, 6 or 9 squares and write different numbers in each square. When you call out their number, they cover it with a counter. The winner is the first to cover all their squares. The winner or a volunteer could be the caller for the next game. 4. Chair Challenge One child stands behind the chair of another child, both facing the same direction. Give them a sum in the TL, e.g. 4 plus 5. The first child to answer correctly wins and goes to stand behind the next child. The challenge is to see which child can remain standing the longest. 5. Clapping and Guessing Clap, or ask a child to clap, a number of times. The next child must say how many claps they heard. 6. Count up to 19 You will need numbered grids and dice for this game. Give each pair of children a grid and a die Child A begins by throwing the die. He/She adds the number shown to zero, says the sum, e.g. zero plus two equals two, and puts the counter on Square 2. Child B then throws the die and continues, e.g. two plus three equals five. They continue until they reach the end of the grid, but they have to finish exactly on Square 19 to win. 7. Counting and Clapping Say the numbers in order together accompanied by the appropriate number of claps. 8. Counting Around All the children stand up and begin counting around the class, beginning at any number they choose (not necessarily 1 ). They say one number each, and as soon as a child hesitates, they have to sit down and the others begin again. Clicking fingers can increase speed. 9. Counting Hello Count to six around the class. The sixth child stands up, and the rest of the class must say hello to them, or ask them a question, in the TL. 10. Counting in Different Voice Tones Count the numbers aloud together, the first loudly, the second quietly, and so on. 20

23 11. Counting to Familiar Tunes Sing the numbers in sequence to familiar tunes, such as Frère Jacques or Three Blind Mice. 12. Counting with Actions Count out numbers in sequence and accompany each one with a different action, for example: 1 March on the spot. 2 Jog on the spot. 3 Turn around. 4 Jump on the spot. 5 Clap hands. 6 Tap your feet. 13. Hidden Numbers Choose a number for the class to guess. Each time they make a suggestion, help by saying higher or lower. 14. Jump in Game Organise the class into one or two circles, and give each child a number. The children begin to walk, skip or hop around in their circle. When you call out a number, all the children with that number should jump into the middle of the circle. Continue until all the children are in the middle of the circle. Then reverse the process, this time with the children jumping out of the circle. 15. Mental Arithmetic The children add, subtract, multiply and divide in the TL. 16. Mini Whiteboards This game encourages children who are reluctant to speak. Give a mini whiteboard to each child. Pose a question, and give the children a moment to write down the answer and hold up their whiteboard. You can see immediately who has understood and check the answers. 17. Noughts and Crosses Draw a noughts and crosses grid on the board and fill it with numbers. Divide the class into two teams. Play the game in the normal way, except that the children say the numbers of the squares they want to cover with an x or an o. The team that gets three in a row wins. 18. Number Sequencing The children chant the numbers in different sequences forwards, backwards, odd numbers, even numbers, multiples of three, etc. You could use the counting stick for this, or allow the children to pick a number from a selection and use this number as a starting point for counting. Clicking fingers as they count can help to increase speed. 19. Register Give each child a number. When you take the register, instead of calling out their names, the children call out their numbers in the TL. 20. Ring the Number Divide the class into two teams, and number the children in each team. Divide the board in two and write the same numbers randomly on each half of the board. Call out a number; the child in each team with that number comes to the board. Call out another number; the first child to circle that number on the board gets a point. You can make this more challenging by calling out two numbers and asking the children to circle the sum of the two numbers. 21. Show Me Give each child a strip of card about 30cm long with a large dot at one end and a paper clip or clothes peg. The dot always represents the lowest value on the strip. For example, you may say that the dot represents 0 and the other end 10 and ask the children to show where 5 would be on the strip. Or the dot could represent 10 and the other end 20, and they show where 12 would be. 22. Throwing the Dice With the children sitting in a circle, roll a large foam dice into the middle and ask them what number is represented. Once they are familiar with the activity, allow them to gently roll the dice to one another in the circle and say what the number is. You could also ask them to guess what the next number will be. As they learn more numbers, you could introduce two die and have the children add the two numbers together. 21