Thursday 15 July 2021

Ofsted Curriculum Review: Languages

UP-DATED 28TH JULY 2021 TO INCLUDE SUMMARY OF RESEARCH BEFORE THE OFSTED 'MAY' STATEMENTS.

 [COPIED AND PASTED FROM THE  DOCUMENT AVAILABLE FOR DOWNLOAD].

       My summary of the Ofsted document is written in Normal green Times New Roman

       Italicised comment in square brackets are my personal comments

      Each section is concluded with the Ofsted ‘high quality languages education may ..’ statements written in full, emboldened and larger font

       The ‘may statements are followed by personal suggestions around questions that you may wish to consider so that you have your own narrative prepared - italicised

       The # sign is to draw attention to a contrast / an opposing view.  I now realise that it should be a crossed-out equals sign and when I learn how to write that and replace all the hashtags, I will …!


Ofsted published its curriculum research review: Languages on 7th June 2021.

 If you can bear a very long document containing a summary of each section and my commentary (which may take as long to read as the document itself!) feel free to download it here. 

Ofsted insists that there is no 'Ofsted Curriculum', but inspectors will use this review as a starting point as to the features "a high-quality languages education may have". It is really important to note that they use the word 'may'.  Ofsted are committed to the principle that they are not prescribing one way of teaching.  However, people may feel that if an inspector is asking about these points, then they should be rather than 'may' be demonstrating these features.   

However confident you may feel about your current curriculum, it may help you to feel better prepared for an inspection if you have consciously considered these statements and if you are ready with your own 'narrative' to explain a high quality curriculum which may not have these features.

I have pasted below the features which are listed at the end of each section of the review, and then turned these into questions which may be prompted by these perceptions.  I have also quickly written a range of answers which may reflect Ofsted's interpretation of research they have selected, or may challenge that, whether through counter-research or (most powerfully) what they will see happening in your departement.

I will add to this topic at another time.

1. THE SECTIONS

Here are the areas of the review.  I have added letters and numbers for ease of reference.

 

Introduction

A

National context

 

Summary

1.1

Overall

1.2

Secondary

1.3

Primary

2.1

Ambition for all

2.2

Enabling languages to flourish

B

Curriculum progression: what it means to get better at languages

 

Summary

1

Guiding principles

2

Pillars of progression in the curriculum: phonics, vocabulary, grammar

2.1

Phonics

2.2

Vocabulary

2.3

Grammar

3

Planned and purposeful progression in the curriculum: from novice to expert learner Pedagogy

3.1

When listening and reading (comprehending language)

3.2

When speaking and writing (producing language)

C

Pedagogy

 

Summary

1

Intentional learning

2

Use of target language

3

Authenticity of spoken and written texts

4

Error correction on written and spoken production

4.1

How to correct

4.2

Timing of error correction

4.3

What to correct

4.4

Attitudes to error correction

D

Assessment

 

Summary

1

Types of assessment

2

Testing phonics knowledge

3

Testing vocabulary knowledge

4

Testing grammar knowledge

5

Achievement versus proficiency tests

E

Schools' culture and policies Conclusion

 

Summary

1

Curriculum choices, including transition

2

Staffing and continuing professional development

 

Conclusion

 

Footnotes


B Curriculum progression

Curriculum progression: what it means to get better at languages 

Summary
Highlights important concepts.

Introduces idea of ‘building blocks.

describes competencies of novice and expert [so not skills] – journey LEADS to confident language learner – able to immerse in culture and traditions

1. Guiding principles

Research findings in line with EIF on how we learn esp. cognitive science:

UNDERSTANDING PROGRESS in terms of knowledge [not skills]: curriculum = knowing more and remembering more –so plan for progress considering building blocks and sequence [Note no mention of skills …]

UNDERSTANDING MEMORY: The limited capacity of working memory so avoid overload + nature of long-term memory with structures (schemata) where knowledge linked / embedded with what is already known. [# SLA research that language can go straight into long term memory …]

USING SPACED OR DISTRIBUTED PRACTICE – rehearse short periods over long period of time as opposed to mass practice [# some disagree]

USING RETRIEVAL PRACTICE for effective retention of knowledge in the long-term memory.

EXPLICIT TEACHING for novices, ENQUIRY BASED for expert [# make them struggle to make it memorable …]

B2 Pillars of progression in the curriculum: phonics, vocabulary, grammar

Progression is seen as follows.  NB novice / expert axis is seen as the heart of curriculum planning.

1)      First build firm foundations of ‘building blocks’: vocabulary, phonics, grammar.  Main tasks for beginning learners: learn sounds, vocab and grammar – understand and produce when they are combined.

2)      Only when basics mastered, engage fully in language learning – communicate in a variety of themes, refine cultural awareness.

3)      Later – sociolinguistic competence, pragmatic competence and discourse competence

Over time, range,  complexity  and accuracy  of the  grammatical  features  and the breadth and depth of learners' vocabulary knowledge  will  increase  over  time.  The length of speech or text/discourse being understood or produced will do the same.

Over time and with practice, knowledge becomes more accessible. This means that recalling it becomes faster and more automatic, demands less attention and effort and results in fewer errors.

 [# the ambition to establish communicative skills and cultural knowledge from the outset.. not having to delay purposeful communication.]

 NB Phonics gets particular attention:

There are similarities between learning to read and to write in our first language and learning to do so in another language. Some of the concepts that lie behind early reading and early writing (and in particular, systematic synthetic phonics) are also relevant in the languages curriculum. The step-by­-step, explicit approach to phonics and spelling can transfer to the languages classroom.

 [# recognising the confusion this can cause esp. in French – 2 sets of rules for phonics]

B2.1 Phonics

Clear and reliable pronunciation and the links between sounds and spelling are integral parts of second language learning

A strong awareness of phonology (the sounds that convey meaning, like the difference between 'back' and 'pack') is important.

Helps in other skills:

When listening to the language, learners' ability to understand and visualise the language is supported by having a strong phonological awareness. 

The  ability  to decode words (turn the written word into sounds) also helps learners when reading texts, enhances autonomy and can improve vocabulary learning

NOTE

Little strong evidence to support one prescribed order of learning sound-spelling relations at a fine level of detail.

B2.1 Phonics  - the 'may' statements

…. high-quality languages education may have the following features

Curriculum plans show clear logic behind progression in phonics, including around when to teach differences between English sound-spelling correspondences and those of the target language.

Planned practice and review of phonemes and how these link to graphemes is in place.

Curriculum plans show how small differences in sound can unlock meaning for pupils.

 

Possible answers:

How do you plan for progression in ensuring clear and reliable pronunciation? Questions

Strict order of words introduced and avoiding any extraneous words (NCELP approach).

 Liaison with primary school re: methods used and reinforce good practice.  (NB – most pupils have already grasped key features through good primary experience).

 ‘Standalone’ lessons on phonics (e.g., Sue Cave Physical Phonics) to start the course / interspersed throughout SoW.

 Identify core vocabulary to stress in the scheme of work, but no forbidden’ words as main aim is to make the language real and relevant (a constraint on words would lead to unnatural communication).

 Draw attention to SSC when introducing core vocab and structures and deliberately compare to other similar patterns.

 Extensive experience of listening while reading text e.g., using transcripts of textbook, using song, chant

How do you ensure pupils are aware of the phonology i.e., sound/spelling correspondences?

Start of every lesson with specific phoneme.  Only these words and those met previously will be used in the lesson.  (NCELP)

 Explicit instruction when presenting and practising core vocab and structures.

 Challenging pupils to work out pronunciation of new words.

 Issuing reference documents / display to back up ‘rules.

 Practising in class – whole class / pairs / individuals

 Regular recording of reading aloud texts they have prepared - teacher feeds back through recording (Sanako) or using a code.

How do you draw attention to the importance of pronunciation?

Explicit teaching.  Deliberately present minimal pairs to contrast (even if these are not anything to do with the situation covered in the lesson).  Stand-alone exercise.

 Rewards system for participation + accent. (Classcharts category for pronunciation – postcards home)

 Pronunciation included as a significant strand in speaking assessments. (cf GCSE)

 Correcting sensitively in class – more focussed in 1:1 / pair work / recorded work.

 


B2.2 Vocabulary

IMPORTANT: Having  a wider vocabulary correlates with many other aspects of a learner's language ability, such as reading ability and grammatical awareness

EXPLICIT PLANNING The choice of vocabulary in the curriculum should be carefully considered, especially  in view of the learners' age and how often words occur in the language (that is, word frequency)

HIGH FREQUENCY – ‘anchor points’ to help navigate [obvious?]

LESS FREQUENT WORDS Less frequent words can also be useful to suit the individual learner and the kinds of situations they are likely to need language for.

ORGANISATION OF WORDS:

Themes and topics can be practical ways of organising vocabulary.  However, learners need to be able to understand and use words across a wide variety of contexts, not just when talking about one particular topic.

Other ways they could be organised part of speech / alphabetical order

[# recall in chunks more memorable]

DIMENSIONS of vocabulary: 

number of words

depth of knowledge (receptive / productive – different forms, synonyms, antonyms)

fluency expected (automacity, speed of recall)

USE OF WORDS: Using more modalities [LSRW] embeds in memory

B2.2 Vocabulary - the 'may' statements

 … , high-quality languages education may have the following features

Curriculum plans recognise that vocabulary is an important component of language knowledge.

·        Curriculum plans recognise the importance of building a strong verb lexicon, especially in the early stages of language learning.

·        Curriculum planning of vocabulary, grammar and phonic knowledge and progression should go hand in hand, as they are all related and connected.

·        Curriculum leaders consider both the breadth and depth of vocabulary knowledge they will teach. They:

o   make sure that they prioritise high frequency words.

o   consider carefully which topic-based vocabulary (other than high-frequency words) they teach.

o   ensure that learners can use these words across different contexts.

o   consider how 'deeply' items of vocabulary need to be learned and at what point.

o   consider how and when to introduce more advanced semantic aspects of vocabulary knowledge (such as synonyms, antonyms, shades of meaning and how they change with context).

·         Teachers aim to increase learners' automatic and fluent recall through:

o   a schedule of planned revisiting to ensure that words are retained in long-term memory.

o   introducing and using vocabulary in comprehension and production, in both the oral and written modalities and across different topics.

·         Curriculum leaders also think strategically about:

o   which words are the most important for the scheme of work so that teachers can focus on these to develop learners' level of mastery?

o   gradation (what pupils learn and when across the years of study)

o   making links between words within word families and recognising similarities and differences between English and the language being learned

o   how to link vocabulary to external accreditations or assessments.

Teachers / Managers

 

How important do you think vocabulary is as a component of language knowledge?

Without vocabulary, there can be no meaningful verbal communication.

 

The more words  pupils know, the greater their proficiency (research evidence)

What is the relative importance of introducing vocabulary, phonic knowledge, and grammar in the curriculum?

They are all interrelated.

 

Vocabulary is vital to communicate meaning.

Sound/Spelling correspondence (SCC) is important to understand and communicate in Listening and Speaking.

Grammatical structures allow communication to be precise.

 

How do you prioritise high frequency words?

High frequency words are numbered and referenced in the scheme of work for every lesson and there is deliberate tracking to ensure they are revisited in a spaced way. (NCELP)

 

Our priority is to enable our pupils to communicate in themes which are relevant to them. We prioritise relevant words, basic and high frequency. E, G, we would not prioritise an irrelevant high frequency word

 

This comes naturally in our well sequenced scheme of work.  e.g., definite articles are high frequency, taught at the start of the course, and appear in all subsequent lessons.

 

Words are high frequency because they are ‘mortar’ which connect the theme/topic words being used to communicate. (e.g., There is a xxx .. there + is + a = high frequency.)

How do you decide which words to teach which are not high frequency?

We consider this carefully. We introduce words which enable pupils to communicate in situations which are relevant to them in a language lesson e.g.

-the classroom routines

- the topics required by the NC and GCSE

- learning about the culture of the country

 

We have selected a textbook/course books which prepare pupils well for this and amend / supplement as appropriate to the class (e.g., Ability / interest)

 

How do you ensure that learners can use these words across different contexts?

We track the use of every word and note it in our scheme of work (NCELP)

 

When a word is met, we note if it can be used in another context or if it can have another meaning, according to the ability of the class (the priority is to embed understanding, we will not confuse) e.g., Histoire – history + story.  So can be used to say what you study and what you like reading.

 

The course we follow (textbook) ensures revisiting HF and topic words.  If the word is relevant to another topic, it is not deliberately left out! 

 E.g., food:  shopping / daily routine / canteen at school / social meal / discussing healthy eating.

 e, g, adjectives of colour – not restricted to topic where introduced - - applied to physical description, clothing, stationery, preferences, etc.

 We deliberately revise topics / vocabulary in spaced repetition and apply to new contexts if relevant. 

How do you decide which vocabulary items need to be learnt ‘deeply’ and when?

For each topic, a selection of core words is made in the light of relevance to the pupils (personal and external)

How and when do you introduce more advanced semantic aspects of vocabulary knowledge (such as synonyms, antonyms, shades of meaning and how they change with context).

This is a more advanced concept, and we introduce this at these times: (NCELP)

Drawing attention to the semantics of synonyms, antonyms, shades of meaning and how they change in context can add a great deal of interest to a lesson and make language more memorable. We deliberately draw attention to these as and when it is relevant to the body of language being taught.

e.g., antonyms are an excellent way of connecting word (beau/laid, intéressant/ennuyeux, long/court, petit/grand)

 e.g., faire de l'équitation = faire du cheval – introduced at a later stage

 They can add humour to a lesson e.g., je suis pleine does not mean I am full. 

 Not a deliberate planning – but being aware that when a word is introduced which has a different meaning in a different context, this will be explained as long as it will not confuse (e.g., it may not be a likely confusion e.g. pleine . lutte)

How do you ensure that words are retained in long-term memory?

Within the scheme of work there is planned revisiting (all words enumerated) every x weeks.

 Half termly tests are given which require pupils to revise vocabulary and phrase from both recent and prior work.  (Words are given).

 Planned starters/ breakers / plenaries / homeworks in the form of quizzes to refresh the memory.

 Pupils have comprehensive reference booklets listing all words taught over the Key Stage.

 We use an electronic tracking system (Vocab Express / Quizlet etc) which pupils can access independently to maintain their vocabulary knowledge.

Do you introduce and use vocabulary in comprehension and production, in both the oral and written modalities and across different topics?

Yes, we do this for all vocabulary even though this drastically limits the amount of vocabulary we can cover. (NCELP)

 We make a distinction between words for production (which are rehearsed, practised, and tested) and words for comprehension (which are in look -up lists / glossed).  We recognise that pupils can benefit by having a broader lexis, and that allowing for receptive only allows them to broaden their knowledge (RESEARCH SUPPORTS THIS).

HODs:

How do you think strategically about which words are the most important for the scheme of work so that teachers can focus on these to develop learners' level of mastery?

 

These are highlighted in a very comprehensive scheme of work, limiting the words, and not allowing any diversion from them other than for individual pupils who ask for words.

 Words are selected for their relevance to communication within the topics / themes selected, thereby making them more memorable as they are used in a meaningful interaction (e, g. role play / games / writing to penfriends).

 The course we have selected has been designed to ensure pupils follow the national curriculum / are prepared for the demands of the GCSE specification.  We would not be serving our pupils well if we did not prepare them in this way.


What is your strategy for gradation (what pupils learn and when across the years of study)?

 

We have calculated how many words can be learnt per week and planned exactly which words will be covered each year up to GCSE. (NCELP)

 We have a ‘spiral curriculum’ over the course, ensuring that topics are revisited and enhanced on each meeting. We have analysed the course we are using and have adopted / adapted / created. 

What is your strategy for [encouraging the teaching of how to…? Surely???] make links between words within word families and recognising similarities and differences between English and the language being learned.

 

The scheme of work instructs teachers when to make explicit the links between word families + recognising similarities and differences between English and the language being learned.

 This is part of the professional skill of the teacher to help pupils embed vocabulary by making links between word families and recognising similarities and differences between English and the language being learned (e.g., teach ‘faux amis’ / cognates. builds on primary) 

Stand-alone lesson exists to train pupils in how to record word families in writing.

 GCSE exam preparation includes explicitly training pupils in deducing meaning form words by recognising stems etc.

 Pupils have lists of ‘faux amis’ when preparing for GCSE.

 

What is your strategy for how to link vocabulary to external accreditations or assessments?

The scheme of work includes explicit reference to vocabulary in GCSE specifications, but recognises that many high frequency words are deliberately not included in these lists (constraint of exam board to include 10% words NOT in the list has led to this + expectation of building on KS3).

 Pupils given access to transcripts as well as course book texts as they contain essential vocabulary. 

 

Pupils:

How do you learn vocabulary?

How do you remember vocabulary?

What words have you learnt most recently?

Can you remember any words form last term / last year?

B2.3 Grammar

SEQUENCING

LOGICAL PLAN FROM SIMPLER TO MORE COMPLEX to avoid confusion / demotivation. (tense – agreements – negation – interrogatives – diff parts of the paradigm)


FEW READY MADE SENTENCES  - any taught should be manipulated ‘as soon as is sensible’ and generally only a very few should eb taught … [#lexicogrammar method]

FACTORS TO CONSIDER:

•how easy the grammar is for the learner to spot and identify ('salience')

•the ease of understanding its function

•its frequency (and therefore its usefulness, different forms of verbs 'be' and 'have', for example)

•whether the grammar is cross-linguistically complex (works differently from other languages that they already know)

•how generalisable and regular the grammar is

Note there are different theoretical views about the order (whether it exists)

EXPLICIT GRAMMAR INSTRUCTION can have a positive impact on how efficiently pupils learn grammatical concepts

SYSTEMATIC PRACTICE

Over time + with practice - start understanding and using grammar creatively in a range of contexts and across modalities (speaking, writing, reading and listening)

GOOD VERB LEXICON associated with development of knowledge about verbs 


B2.3 Grammar - the 'may' statements


... high-quality languages education may have the following features

When planning the curriculum for grammatical progress, leaders consider the nature and rate of grammatical progression, the complexity of grammatical concepts and structures, and which aspects of a grammatical structure are introduced and when (such as which parts of a verb paradigm).

Leaders make sure that all pupils can understand grammatical concepts and structures rather than being required to work it out for themselves, through:

·         an explicit but succinct description of the grammatical feature to be taught.

·         practising the grammar point (through listening and reading)

·         practice in productive use of the features being taught (through speaking and writing).

Teachers consider productive use of grammar in free writing and speech in a range of contexts. Using a language spontaneously is central to pupils' language ability and based on their ability to manipulate language.

The curriculum includes ample opportunity to revisit the same grammar in different contexts, for different tasks, with a range of vocabulary.

Have you planned a curriculum for grammatical progress?

Have you considered the nature and rate of grammatical progression, the complexity of grammatical concepts and structures, and which aspects of a grammatical structure are introduced and when (such as which?

parts of a verb paradigm).

Yes.  This is all referenced in the scheme of work.

The grammar is introduced in a progressive way with reference to the sequence which has been accepted for many decades and which is well thought out in the scheme of work / course we use. 

For example,

 3rd person verbs introduced first (to allow for Q/A work). 

Limit to 1st person to begin with rather than introducing the full paradigm.

Introduced regular before irregular patterns.

 (You cannot run before you walk.)

We do not artificially make pupils run before they can walk in order to ‘tick boxes’ (e.g., no subjunctive in Y7 just because they can …!)

 

Yes, but we do not preclude introducing a grammatical point if it arises naturally or if we have able students who ask for additional structures.  We have enhancement classes / native speakers etc.

How do you make sure that all pupils can understand grammatical concepts and structures rather than being required to work it out for themselves?

·         

The grammar is referenced clearly and explicitly in the scheme of work.

 The grammatical feature is referenced as a structure which can be used in a relevant context. 

Do you require …

·         an explicit but succinct description of the grammatical feature to be taught.

·         practising the grammar point (through listening and reading)

practice in productive use of the features being taught (through speaking and writing).

We have a policy that … (as given)

 We follow the communicative language teaching approach of presenting and practising a structure (listen – speak – read  write), allowing pupils the opportunity to spot the pattern and work out meaning, but we always ensure that all pupils have a very clear verbal and written explanation in English (TL) within the lesson so that nothing is left to chance / no misconceptions.

 

Do you consider productive use of grammar in free writing and speech in a range of contexts?

Grammar is deliberately referenced in all units of work and practised through speech and writing in a defined sequence.

 Where the topic / situation lends itself realistically to writing …

Is using a language spontaneously central to pupils' language ability and based on their ability to manipulate language.

We explicitly provide opportunities for pupils to use language spontaneously.

 Hubs of language as reference / display

 Aware of different abilities – spontaneous manipulation the goal eventually, but for some that may be at later stages. 

Does the curriculum include ample opportunity to revisit the same grammar in different contexts, for different tasks, with a range of vocabulary?

The scheme of work allows for opportunity to revisit the same grammar in different contexts, for different tasks, with a range of vocabulary.

 Grammar is reference in units and cross referenced. (IN our course)



Pupils:

Can you use x [grammar / structures / conjugating tenses etc. ]they do)

B3 Planned and purposeful progression in the curriculum: from novice to expert learner

PRINCIPLE BEHIND PLANNING:

NOVICE  - slow to recognise sounds, letter / to produce words and structures – relying on short term memory – information not in long-term memory

GRADUALLY – Proceduralised – more accessible + automised  - accessed at speed unconsciously

EXPERT – build on basic knowledge – establish new knowledge – higher level tasks:

drawing inferences (where the intended meaning is not explicit or where learners do not understand some of the words)

    noticing socio-linguistic nuance in the language (such as how language can differ in different contexts and for different purposes) and using language appropriately in view of that

    understanding and producing longer stretches of language; discourse competence (such as text

analysis or coherent expression across extended stretches of language) is supported by a reliable knowledge of high-frequency words and ability to use grammar efficiently

Most learning sounds, vocab and grammar

Developing understanding and production when combined into utterances / texts

 Aspects of linguistic knowledge and progression:

B3.1 When listening and reading (comprehending language)

 When listening and reading (comprehending language)

 NOVICE – slow processes of decoding, drawing on vocab, phonics and grammar. Learners are likely to draw on their first language(s) or on their knowledge of the world when working out meaning. Although this can sometimes be effective, it can also be unreliable and inefficient, and lead to guesswork.

 WITH TIME AND PRACTICE –

AUTOMISED: phonics, grammar and vocab automised – accessing knowledge more accurate and effortless. SO …

LENGTH:  understand longer written texts and spoken discourse.

CONTEXTS + PURPOSES. In turn, this means that they can access a wider range of meanings across a range of contexts and purposes of language use.

DEDUCTION They will also be more likely to efficiently and appropriately draw on contextual information, for example other words in the discourse. They can also bring in their knowledge of the world or background knowledge of a topic.

UNFAMILIAR This all allows them to better understand both familiar and less familiar topics

CULTURE and further develop their understanding of the culture of the language in scope

COMPARE LISTENING / READING …

LISTENING

MORE DEMANDING:
Speed of decoding needed

No opportunity to repeat

Multiple voices / views

TAKE INTO ACCOUNT COGNITIVE CHALLENGES

Plan practise

Understand written dialogue (!) I think they mean follow it while listening)

Vary speed / accents / overlaps

B3.2 When speaking and writing (producing language)

When speaking and writing (producing language)

 NOVICE:

SPEED – slower

LENGTH – shorter sentences

ERRORS  - more frequent

 

WITH TIME AND PRACTICE

SPEED – faster

ERRORS - more accurate retrieval of sounds + spellings + communication of meaning  

 WITH AUTOMACITY + KNOWLEDGE – CAPACITY TO PAY ATTENTON TO OTHER LEARNING FREED UP

LENGTH – longer

COMPLEXITY – subordinate phrases

ENGAGE IN DISCUSSION 

IDEAS – sophisticated (although very sophisticated ideas can also be expressed with very simple language FASTER – ACCURATE

COLLOCATION

 COMPARE WRITING / SPEAKING

SPEAKING MORE DEMANDING

 

LISTENING competence needed

TIME PRESSURE

#

WRITING  - more time

 B3 Planned and purposeful progression in the curriculum: from novice to expert learner - the 'may' statements

 Based on the above, high-quality languages education may have the following features

  • Teachers ensure that learners fully grasp the basics of language knowledge before expecting elements of expertise to come together reliably, remembering that only the most proficient pupils at GCSE will be working as expert learners, although a greater proportion of those in the sixth form may be doing so.
  • Teachers support pupils' development of reading, listening, writing, and speaking abilities over time.
  • Teachers develop competencies 'above' that of a sentence or simple paragraph/utterance or simple conversation when learners are becoming more expert. These competencies may include discourse awareness (such as text analysis and inference) and sociolinguistic nuance.

Teachers.. possible questions …

How do you plan for progression in listening and reading with regard to the novice – expert continuum?

Deliberately ensure that all words are comprehensible.  No requirement to infer or use skills of inference / working out so they feel successful.

 Encourage pupils to be able to listen and read for different purposes (gist, skim) _ carefully crafting the tasks so that they can feel successful.  Allow for incidental learning and access to resources which will interest them / relevant / cultural.

 

How do you plan for progression in speaking and writing with regard to the novice – expert continuum?

Deliberately ensure that the demand of the task does not exceed the words and structures which have been taught.  No requirement to look up or explore any other words outside the scheme of work as this may confuse / lack of success.

 Encourage pupils to explore language and try out new words and structures according to their own interests.  (Research)

 

 

C

Pedagogy

 

Summary

outlines research on learning, and in particular cognitive science, of relevance to language-teaching pedagogy under 4 headings

        intentional and incidental learning,

       target language in the classroom.

       authentic texts

       error correction.

 “The golden thread through these discussions is that teachers should not leave learning to chance.”

1

Intentional and incidental learning

 Intentional = explicit (with awareness)

 Incidental = implicit (without awareness)

For pupils who are analytical / engaged / have a better working memory.

 When time is short and there is not a lot of exposure to language, this reduces the chance of learners experiencing the same language (phonics, vocabulary, grammar) often enough to help them learn it. In turn, this reduces the chances of learners noticing and remembering things incidentally.

 [What does this mean? I think it means that you have to devote time to drilling a smaller amount of language to make sure this is known and you do not have time to expose learners to language that is not going to be drilled?]

 For most learners, most of the time, in most situations, it is likely to be efficient for teachers to promote intentional learning. There is little evidence in research into second-language acquisition to suggest that learners retain words or structures learned incidentally any better than those they learn intentionally. [This is refuted by many SLA researchers …]

 NOVICE LEARNERS – explicit

EXPERT LEARNERS – enquiry-based approaches can be successful.

2

Use of target language – careful planning - support and complement scheme of work and build on prior knowledge.

 

NOVICE – EXPERT – Use of TL: can alter accordingly

Teacher

-          Care not to overwhelm / confuse through complex avoid complexity e.g. explaining grammatical concepts 

-          - provide examples of language use and monitor

 Learner use of TL ;’central to pedagogy’

-          Essential part of practice and reinforcement  - consolidate knowledge

-          Classroom routines  - help pupils to respond to language in meaningful ways [enfin!!!!]

3

Authenticity of spoken and written texts

 Pro:

pursue their own interests and

develop their skills in handling new materials. [skills!!! – slipped in …!]

developing knowledge of culture within target language communities.

 Argument: Texts need to be selected to support the school's systematic sequencing of vocabulary and grammar.

Therefore..

adapted authentic texts or entirely bespoke texts created for the classroom are likely to be equally useful for this.

 In addition

 Limit language - ensure that pupils are not exposed to large amounts of unfamiliar language too early. This could similarly demotivate them and may not maximise opportunities for learning. Research suggests that learners need to know around 95% of words of a text (written or audio) in order to reach an adequate level of comprehension [# skimming and scanning ... using as a way of picking up incidental learning]

 LISTENING

 Consider real time nature of speech – suggests initially and as becomes more complex -  synchronous presentation of texts in audio and written formats - segmentation (chopping up the sound stream into words), comprehension and vocabulary learning.

 (# purpose of listening – comprehension / acquisition]

4

Error correction on written and spoken production

Aware of concerns:

Harmful if demotivating and preventing pupils form attempting complexity

Ineffective if simply edited and pupil does not notice.

 Beneficial if focussed, clearly understood by pupils

 4 factors ..

TIMING

 WHAT

 

 

4.1

How to correct

HOW TO CORRECT –

recasting: re-stating what the pupil said, but correcting errors in it

 Advantages

Expert learners  may benefit

 Disadvantages:

no evidence pupil understood what the error was

pupils may choose not repeat, and if they do no evidence this affects long term learning

pupils not proficient enough to self-correct

 prompting: where the correction is elicited from the learner themselves

 Advantage: forces learner to actively retrieve esp. before they are expert learners

 explanation: where explicit, often metalinguistic, information is given about a rule relating to the cause of the error

 

4.2

Timing of error correction

 Bauckham  - most effective when done immediately

[No other commentary. (# intrusive, demotivating]

 

4.3

What to correct

 Focussed on  a few elements  rather than every error

4.4

Attitudes to error correction

 classrooms to be places where mistakes are understood to be helpful in the learning process, and where making errors and error correction is normalised

C Pedagogy - the 'may' statements

.... high-quality languages education may have the following features

       Learning in a language classroom is largely intentional and not left to chance.

      Teachers' use of the target language is carefully planned, is tailored to pupils' language ability levels and builds systematically on pupils' prior knowledge.

      Teachers create opportunities for pupils to practise using the target language, includinghelping them to apply their knowledge in an unscripted way, which may be slower and more error-prone than planned speech.

      Any authentic texts are well chosen for their linguistic content and level, and teachers plan their use carefully; they do not expose pupils to large amounts of unfamiliar language.


      Error correction is explicit where the focus is on accuracy: pupils are prompted that there has been an error and their own correction is elicited. It may well be focused on a particular aspect of the curriculum at a given time.


      Pupils who are more proficient or have a higher capacity to notice or analyse language or have higher motivation may be able to pick up more language incidentally. For example, this may be through recasting errors, teachers' use of target language or engaging in authentic materials.


To what extent is learning in the classroom intentional or ‘left to chance’ (!!! – I think they mean incidental?)

 

Pupils who are more proficient or have a higher capacity to notice or analyse language or have higher motivation

All learning is intentional.  We avoid any incidental learning as this could confuse the pupils and it will not be retained.

 We have well defined schemes of work, but we encourage pupils to be curious about language and deliberately include episodes in our lessons where they can ‘try out’ language and ask for words and structures which are relevant to them Our experience is that these words and structured are often remembered.

 

Is the teachers' use of the target language carefully planned, and tailored to pupils' language ability levels, building systematically on pupils' prior knowledge?

Yes.  TL is an integral part of our scheme of work.  Pupils are taught the content systematically and explicitly so that they can understand the teacher. Teachers always ensure that pupils have understood the essentials to carry out a tasks / understand.

How do teachers create opportunities for pupils to practise using the target language, including helping them to apply their knowledge in an unscripted way, which may be slower and more error-prone than planned speech.

 Is there a difference for Pupils who are more proficient or have a higher capacity to notice or analyse language or have higher motivation?

 

Opportunities are built into the lessons e.g., starter / breaker / finisher

Open ended questions

Criteria for these episodes less demanding, and pupils encouraged by rewards

How do you choose authentic texts? 

 Is there a difference for Pupils who are more proficient or have a higher capacity to notice or analyse language or have higher motivation?

 

Any authentic texts are well chosen for their linguistic content and level, and teachers plan their use carefully; they do not expose pupils to large amounts of unfamiliar language.

 Authentic reading texts are exploited carefully in a way to suit the pupils’ level e.g., gist / skim / depth and are taught to understand that they cannot understand everything in a text / menu etc.

 Pupils are trained to use dictionaries / online dictionaries to become language detectives.  This prepares them for the enriching experience we given them on school trips and exchanges and introduces them to the culture.

 Great care is taken not to overwhelm with Listening authentic resources, but they are used e.g., in children’s songs, popular series / short films with subtitles

How do you approach error correction?

 

Is there a difference for Pupils who are more proficient or have a higher capacity to notice or analyse language or have higher motivation?

 

Error correction is explicit where the focus is on accuracy: pupils are prompted that there has been an error and their own correction is elicited. It may well be focused on a particular aspect of the curriculum at a given time.

 The nature of error correction depends on the stage of learning and knowledge of the pupils.

 A focus is given.

 No peer correction.

 

Pupils who are more proficient or have a higher capacity to notice or analyse language or have higher motivation may be able to pick up more language incidentally. For example, this may be through recasting errors, teachers' use of target language or engaging in authentic materials.


D

Assessment

 

Summary

Purposes

Fit for purpose – tests what it is designed to assess

1

Types of assessment

 

Formative – for progress and inform planning – Evidence FOR learning

Summative  - measure achievement – evidence OF learning

States that assessment can serve both purposes [# not my research!]

 

FORMATIVE includes

    providing effective feedback to pupils

    adjusting teaching to take account of the results of assessment

    recognising the profound influence assessment has on pupils' motivation and self-esteem, both of which are crucial influences on learning

    the need for pupils to be able to assess themselves and understand how to improve

Primary-specific

 Scarce, limited in effectiveness

Limited at point of transition

 Secondary

Unduly influenced by GCSE [though does not say what is wrong here for ML ... criteria? Grading?  Probably referring to overall research – flight paths]

 

Bauckham notes that assessment should form a balance between language elements tested in isolation (known as 'achievement tests', such as vocabulary, phonics or grammar) and assessments of integrated language, including open-ended creative language production (written or oral) and listening and reading comprehension

     testing should be regular and planned, carefully drawing on knowledge that has been taught in class

    this should link directly to a well-structured curriculum that builds pupils' knowledge of phonics,

vocabulary and grammar, step by step

    tests in later years should systematically revisit knowledge taught and tested in earlier years

2

Testing phonics knowledge

 

Knowledge of the sound-spelling relations helps

READING … reading comprehension and

VOCABULARY KNOWLEDGE ... assimilation of vocabulary.

LISTENING - Also, being able to segment words when listening to connected speech relies on knowledge of sound-spelling correspondences.

 Therefore, there needs to be formative and summative assessment of phonics knowledge in both reading aloud and dictation.

 Phonics tests can include asking learners to spell or read out words that they have not yet been taught. This tests whether they can link spoken and written forms.  [GCSE???]

 

3

Testing vocabulary knowledge

 

    knowledge -  accuracy of spelling and pronunciation

    breadth - -knowledge of synonyms and antonym relations, collocations and figurative meanings

    depth of knowledge speed of reca11

 

 

As pupils progress,

know that one word can have different meanings or different roles in a sentence

gradually build up 'semantic networks' (clusters of words that are useful to talk about particular things or in specific contexts).

 

Highly frequent words will always be useful across different contexts.

 

check pupils'

receptive and

productive ability

written

 spoken  forms

 

[lsrw!!!!]

 

valid – ensure purpose clear e.g.

 

KNOWLEDGE(that has been taught in lessons)

 

STRATEGY USE (if unknown words are included in tests

    infer meaning. cognates, or use common-sense knowledge of the world to derive meaning.

    Lexical inferencing (working out meaning from surrounding words) and cognate awareness (knowing when the same forms of words mean the same in their first language) are important components of language learning.

4

Testing grammar knowledge

Align to clearly structured and sequenced grammatical progression

 

Valid: ensure testing exactly what we are looking for, - not drawing only on pre-learned lexical items or chunks of language.

 

receptive and productive ability through speaking, listening, reading and writing.


5

Achievement versus proficiency tests

 [Not very clear – I think this is describing proficiency tests ... without wanting to use the word ‘skills ‘….]

 Progress from novice to expert ...

 [L+R: (my words]) understanding across sentences, paragraphs and the entire text

2.     [S+W (my words]): production of more complex and longer language, in less scaffolded environments [[S+W}]

 For all  - progress …

    faster and reliable access to the sounds of a language (that is, sounds in a wide range of contexts),

    mastery of more grammatical concepts, and a

    deeper and broader vocabulary.

3.     Other Competencies:

    socio-linguistics (politeness)

    pragmatic (deduction – comprehending subtle intentions of speaker)

    discourse [linking ideas across paragraphs???]

D Assessment - the 'may statements

......high-quality languages education may have the following features

       Meaningful assessment is part of the curriculum in primary languages classrooms.

      Assessment in secondary classrooms is not unduly influenced by GCSE or A-level summative assessment.

      Assessments are carefully designed so that they are valid (for example, pupils cannot guess the meaning of vocabulary by a process of elimination).

      Assessment is aligned to a clearly structured and sequenced curriculum.

      For more expert learners, assessment checks learners' understanding of language, and ability to produce long stretches of language and more complex language, in less scaffolded environments.

How does the assessment vary across key stages?

Assessment in secondary classrooms is not unduly influenced by GCSE or A-level summative assessment.

 Assessment tasks match the unit of learning.  GCSE type tasks offer a range of methods which can be useful e.g.

S: picture, role play, conversation (I mean, what else would you do?)

W: picture, open ended in response to bullet points.  But also, more supported – e.g., post card in response to a model postcard.

L + range – but not in target language.

 Criteria to match the stage – not GCSE.

 

How do you ensure assessments are valid?

Assessments are carefully designed so that they are valid (for example, pupils cannot guess the meaning of vocabulary by a process of elimination).

 GCSE offer good examples of methods. E.g.

synonyms

T/F/NT

Questions in English

 

How do you ensure assessment is relevant?

Assessment is aligned to a clearly structured and sequenced curriculum.

How do assessments for expert learners differ?

For more expert learners, assessment checks learners' understanding of language, and ability to produce long stretches of language and more complex language, in less scaffolded environments.

 There is a gradual progression to match what has been taught.

 Predictability / unpredictability

Support / less support

 



E

Schools' culture and policies

 

Summary

 

Outlines:

    the impact that individual school leaders can have on languages.

    findings from languages subject inspections in primary schools

    choices school leaders face when considering staffing, issues of transition and CPD.

 

The priority that individual school leaders place on languages is a defining factor in how successfully the curriculum is planned and delivered. As mentioned above, there are many barriers that still need to be overcome for languages to flourish in English schools. Nonetheless, the decisions of school leaders can clearly help or hinder languages in individual contexts.

 

variable in schools

•level of staff expertise and succession planning for changes in staffing

•leaders' understanding of curriculum progression (some schools were simply increasing pupils' stock of words through different topics with little focus on helping pupils to generate their own language)

•assessment and quality of transition to secondary schools

 

Sometimes, there was subtle unconscious bias within wider curriculum planning.

    CPD programmes, languages was the last subject to be covered.

    curriculum plans, the last subject on the list was languages. Typically, English, mathematics, science, history and geography had more exposure.

    In topic-based curriculums, languages was sometimes shoehorned into illogical structures.

 

1

Curriculum choices, including transition

 

requirement of primary schools to teach languages from 2014 only met by 75%

national curriculum tests place extra pressure on curriculum time for languages. E.g.

 in Year 6,

Transition between primary schools and secondary schools is reported to be inconsistent. 

– receiving data, pupils' prior attainment.

Almost 70% of respondents state that in key stage 3, some pupils start a different language than what they studied at primary level. Just 4% of secondary teachers say that all pupils in Year 7 continue with the same language learned at primary school. S that 'more often than not, language learning at key stage 3 starts from scratch' - lack of continuity of the curriculum, is likely to be the most significant aspect in pupils not seeing the benefit of learning a language at primary schoo1

 

Disapplication from languages is widespread. In 2020, in only 68% of schools that responded to the 'Language trends' survey did all pupils in Year 7 access languages.

Schools where some groups do not study a language in Year 9 are significantly more likely to have a higher proportion of students eligible for free school meals, a higher allocation of pupil premium funding, lower Attainment 8 results... and have a higher proportion of students identified as having English as an additional language.

 

2

Staffing and continuing professional development – all sectors

 

Teachers' expertise, CPD and teacher supply are central to meeting the challenges that schools face in relation to languages. Improving staffs' languages proficiency and boosting their expertise and confidence are also understood to be crucia1 example: 

In primary schools, over 70% of teachers have not accessed language-specific CPD in the last year

 

Recent developments in initial teacher education (ITE) bring a renewed focus on subjects.

substantial  variation  in how  ITE programmes  develop teachers' subject knowledge 'provision of primary modern foreign language pedagogy varies from 1.5 hours in total  to 2 hours  per week, depending on the course provider

Teacher recruitment is also pressured. The number of graduate linguists in the UK is relatively low.

languages teacher who is an EU citizen, may find that their future in teaching in England is insecure following Brexit.

E Schools' culture and policies - the 'may' stataments

.....high-quality languages education may have the following features

       School leaders committed to ensuring that language teachers have both a strong understanding of curriculum progression in languages and strong subject knowledge.

      Well-considered transition processes and a curriculum that builds step by step across key stages.

How do school leaders ensure that language teachers have both a strong understanding of curriculum progression in languages and strong subject knowledge?

Recruitment

Training

How do you ensure a well-considered transition processes and a curriculum that builds step by step across key stages?

 

Contact with primaries as far as possible to share good practice and allow communication.

 Realistic approach to what is possible within the constraints of a system where there is no required language at KS2 and no authority / accountability to impose a curriculum or recruit staff.



TECHNICAL CORE VOCABULARY!

Curriculum

Assessment

Pedagogy

Impact

Building blocks of language

Phonics

Grammar

Vocabulary

Novice

Expert learner

Cognitive science

Curriculum vs pedagogy

Sequence

Capacity in short term memory

Process information

Overload with information

Long term memory

Schemata

Proficient leaner

Speed or distributed practice / Massed practice

Retrieval practice

Retention of knowledge

Explicit teaching

Enquiry-based approach

Pillars of progression

Reductive

Mastering the basics

Assessment systems

Inflectional

Derivational

Syntax

Complex

Embed

Sociolinguistic competence

Social context

Pragmatic competence

Discourse competence

Range

Complexity

Accuracy

Modalities

Decoding

Sound-symbol correspondences

Implied meanings

Larger chunks

Processing capacity

Knowledge

Automatic

Accessible

Cognitive resources

Competencies

Systematic synthetic phonics

Explicit

 

PHONICS

Phonology

Decode

Sound-spelling systems

Logic

Phonemes

Graphemes

 VOCABULARY

Unlock meaning.

High frequency

Anchor points

Breadth

Depth

Semantic networks

Lexical sets

Fluency

Comprehension

Production

Automatic and fluent recall

Oral and written modalities

 

GRAMMAR

Simpler to complex concepts and structures

Paradigm

Working memory

Manipulate

Ready-made-sentences

Salience

Function

Frequency

Cross-linguistically complex

Generalisable

Incidental

Implicit

Instructed contexts.

Verb lexicon

Creatively

 

Planned …

Proceduralised

Automised

Inferences

Socio-linguistic nuance

Discourse competence

Decode

Parse

Cognitive challenge

Retrieval

Competency

 

 

Pedagogy

Intentional

Incidental

Efficiency

Target-language

Authentic texts

Analytical

Engaged

Working memory

Expertise reversal effect

Enquiry-based approaches

Explicit teaching

 

Practise and reinforcement.

Familiarity

Planned and systematic

Synchronous

Situational authenticity

Interactional authenticity

Error correction

Salient, focused.

Demotivate

Harmful

Ineffective

Focused

Recasting

Prompting

Explanation

Elicit

Retrieve

Recall

Self-correction

More proficient

Rule-based

Assessment

Formative

Summative

Achievement tests

Assessments of integrated language

Vocabulary

Synonyms

Antonyms

Collocations

Figurative meanings

Speed of recall

Receptive

Productive

Cognates

Common-sense knowledge

Derive

Proficiency

Socio-linguistic

Pragmatic

Discourse

Composite

 

Culture and policies

 

Draw attention to the convoluted circumlocutions to avoid using the word ‘skills’.

Date

Item

Summary

Online

ongoing

Gov home page for Ofsted

Inspections and performance of education providers

Home page for everything to do with Ofsted

Inspections and performance of education providers - GOV.UK (www.gov.uk)

ongoing

Ofsted schools research

 

https://www.gov.uk/government/collections/ofsted-schools-survey-reports

Jan 2017

Ofsted commissioned research programme to broaden understanding of how curriculums are implemented in schools.

40 schools visited.

Report on findings iunder headings:

Curriuclum knowledge an d expertise

Narrowing of primary curriculum

Reduction of KS3

Improving outcomes of lower-attaining pupils

 

11.10.17.

HMCI commentary on recent primary and curriculum research (phase 1)

 

 

18.09.18

HMCI commentary: curriculum and the new education inspection framework

(phase 2)

 

(I cannot find a report)

 

https://www.gov.uk/government/speeches/hmci-commentary-curriculum-and-the-new-education-inspection-framework

11.12.18

Curriculum research: assessing intent, implementation and impact – Phase 3

 

https://www.gov.uk/government/publications/curriculum-research-assessing-intent-implementation-and-impact

11.12.18

Commentary on curriculum research - phase 3

 

https://www.gov.uk/government/speeches/commentary-on-curriculum-research-phase-3

Jan 2019

Updated 22.02.21

Education inspection framework: overview of research

Research informing EIF

Education inspection framework: overview of research - GOV.UK (www.gov.uk)

26.02.19.

Ofsted’s subject curriculum groups

Ofsted blog about appointing panels for curriculum research

 

May 2019

The education inspection framework

 

 

14.05.19 Updated April 2021

School inspection handbook

Guide for inspectors – procedures.

Part 1. How schools will be inspected:

Part 2. The evaluation schedule:

Part 3. Applying the EIF in different contexts:

https://www.gov.uk/government/publications/school-inspection-handbook-eif

30.03.21.

Principles behind Ofsted’s research reviews and subject report

How subject specific research is informing the process: research reviews + subject reports

 

12.05.21.

Research reviews

 

Home page

https://www.gov.uk/government/collections/curriculum-research-reviews

21.05.21.

Schoolsweek article on Chris Jones’ article: Ofsted Evaluation of EIF

1st evaluation of EIF (overall positive)

https://schoolsweek.co.uk/ofsted-new-framework-demanding-but-fair-and-5-other-findings-from-first-evaluation/

 

21.05.21.

Chris Jones’ article: Evaluating the education inspection framework: for schools and further education and skills providers

News item: 1st evaluation of EIF (overall positive)

Evaluating the education inspection framework: for schools and further education and skills providers - GOV.UK (www.gov.uk)

07.06.21.

Ofsted news story: Ofsted publishes research review on languages education

 

 

07.06.21

Curriculum research review series: languages

Introduction National context

Ambition for all Curriculum progression: what it means to get better at languages

Pillars of progression in the curriculum: phonics, vocabulary, grammar

Planned and purposeful progression in the curriculum: from novice to expert learner

Pedagogy

Assessment

Schools’ culture and policies

Conclusion

https://www.gov.uk/government/publications/curriculum-research-review-series-languages

 


1 comment:

  1. A clear, excellent report. Very informative and helpful.

    ReplyDelete