Learning a language online

I felt really embarrassed about not knowing any Dutch when I visited Groningen for the Eurocall conference last year.  As a result of the conference I am now embarking on an exciting TILA project with Bart Pardoel whom I met at the 3D special interest group meeting.  As I tested out a new game online last Friday with Bart and his colleagues, I once again felt ashamed that I did not even know how to say thanks!

This was in my mind when all of a sudden I spotted a link on my Facebook page ... a message from Groningen University inviting people to sign up for a basic course of Dutch available via Futurelearn.  I have been wanting to experience a 'MOOC' and I learn so much my personal experience of learning languages which I can apply to my teaching ... (most recently, Italian...) so I just had to join it!  Here is a link to the page on 'why it works'

I then thought of Duolingo and was delighted to discover that there is a Dutch course there too.

I declared my intention to learn some Dutch to the Twitterworld (a way of committing myself I suppose!) .. and Steve Smith suggested I write a blog of my experience.  So here goes...

DAY 1

Duolingo:

I find the audio very clear, and the pace suits me well.
A knowledge of German speeds things up.
Some frustration when I come across words on which I cannot 'hook' anything. 
Read the 'tips' and learner comments when you can to understand a bit more about the background.. e.g. goededag (good day) but goedeNavond (good evening) .. add an 'n' before a vowel.  I gave a couple of people 'lingots' for helpful comments. (I'm just so generous!).  e.g. How can you remember the tough word for please: Alsjebleift.  It really helps when you can break it down .. [as it to you pleases.]

So, learners like me need to understand the components, then we have more chance of remembering the word. 

Futurelearn

Very well constructed, inviting course I think, with pictures.  Short introduction.
Videos well scripted.. not wasting time.  Possible to read pdf in place of watching video.
Activities divided into three weeks.  Each references 1.1, 1.2, 1.3 etc.  Learner clicks
A video of real people inviting you to participate.
A community .. you follow the teachers.

BETT 2015

Thanks to the exhibitors and speakers at BETT2015.  I really enjoyed my day there on Friday 23rd January.

Here are some notes from my experience.

Practical stuff

Really worthwhile downloading the BETT app onto my phone, scrolling through the schedule and marking favourites.

The Excel London very easy to get to.  Waterloo, Jubilee line, change at Canning Town, then two stops on the DLR to Custom House.  Really helpful tube staff telling you to go to the middle of the platform.
Excel staff all very cheerful and helpful
Not as warm as Olympia.. kept coat on!
Easy to find your way around with reference to the entrances
I queued up before 10am .. noticed lots of people having coffee casually at the tables and realised why.  Doors open, everyone just piles in!!
Met friends at The Fox lower bar... cosier than the centre.

Programs/Stands/People we met

 All subjects:

Kahoot - fantastic free app from Norway .. for mobile apps or fixed PCs. The video was brilliant.. focussed on the reaction of the students of all ages!

E-factor: Story-based computer simulations.  A Polish-based company/.  Looks great!
Fronter - the VLE system we use.  Must follow up the additional hand-in tool which you can add to rooms (instead of making folders hand-in folders)
Pearson - we were looking for advice about content to add to Fronter.  Anthony told us that Pearson is organising 'ready-made' rooms.  Not yet there for ML - we may be able to help.
Schools Serious Games - an eu project to create adventure games for learning e.g. Playing History and Global Conflicts and Materials Future
Sonocent audio note taker - I need to look at the this more to understand fully what it does.  I really liked the stand!

 Literacy/SEN:

NASEN - a must for SEN.  Join the association.  Good quality regular magazine, High quality conference.
Spelling tutor
Units of sound Online - Seems to be a really good way of getting specialist support for pupils who need help with literacy, especially at a time when schools may have to be reducing staffing. Really nice to meet Maria Mahoney again, and thanks to Clare Effingham who explained it all to me.

PSE

Issues online - PSHE support - up-to-date
Zumos - looks like a really good resource to promote 'well being'.  Business model makes it free at delivery.

Languages:

Exampro - as recommended by Bertram Richter, so I would like to have it even though we do not use AQA for ML.
Eurotalk - we already subscribe to their excellent products. Looking forward to seeing the authoring version which will be out shortly.
Flashsticks - seems very engaging - probably mainly for primary environments.  Nice people on the stand, and thanks that they replied to my tweet!
Lexicum - a new way to learn and reinforce new vocabulary.  Being developed still.  I was really impressed.
Radiolingua - so pleased at the success Mark Pentleton is having with his company.  We go back a long way! (He set up my Facebook and Twitter accounts at a past BETT show!).  Nice to meet Katie!
Talking Products - excellent for straightforward recordings - especially for people without access to mobile phones.  I was really surprised at how cheap they were.
Sorry I didn't make it to see Marta Palomerasi and Cheryl Sanchez of bilingual bookshop but thanks for your tweets!  I will definitely look at your books!

Hardware:

Online Parents' evening booking system - will pass on this idea.
Route2education - engaging digital tables for primary schools.  Makes me wish I worked in a primary school!
Soundfield / Connevans - I always want to buy this product!  Teacher wears a small microphone around their neck, and their voice comes out of a speaker placed at the back of the room. Reduces voice strain, and would be fantastic for teaching languages.   Really nice to meet the Director, Phil Boswell and to know that the company is based very near our school.

Talks and meetings

We attended a very good talk called 'Active literacy - getting words off the page!' by Donald Cumming, Assistant Headteacher, Holmfirth High School.  Description of the session: 'Writing is a high-stakes activity for many young people as well as a difficult-yet-essential skill: the written word is there to be seen and judged by everyone! So what can be done? This session will demonstrate active approaches to literacy ranging from using rugby balls to making the best of IT in order to develop confidence and skills'.  Donald generously offered to share his  PowerPoint.  We loved the active and engaging techniques he suggested .. e.g. two over-sized hands used to accompany 'on the one hand .. on the other hand' ... and over-sized cut-outs of footsteps to accompany 'Point - Explanation - Evidence [and optionally, link]'

It was good to meet Jens Kjaer Olsen and Mr Rasmussen and his son.  I am delighted that they are investigating providing an affordable way of allowing pupils to work in a 3D Virtual environment with other pupils form around the world.  At the moment I am really excited about trying out a similar project with TILA and I would love to be involved with whatever they set up!

I'd like to follow up the talk I saw on using 'Minecraft'.

At last we met, @basbettj !!!!  It was great to see you for real, and I look forward to a webinar from you! Sorry you didn't get to give your presentation Janet.   I agree with you and others tweeting that having lots of so-called 'nano' presentations would be best as a way of sharing a maximum of ideas which people could then follow up they want.

The absolute highlight for the day was listening to 'visionary'  Sir Ken Robinson in the BETT arena.  Chris Panting, Deputy Head at The Ashcombe, was very envious of the chance we had to see Sir Ken Robinson, and I am just so sorry that I could not get a signed copy of his book for him.  They ran out of the stock just before I got to the front of the queue.  Sorry Chris!

The programme notes for this session were as follows: "I am delighted to be part of the international education  community that will gather at Bett 2015 in London. In my  keynote session, Out of our Minds: learning to be creative,  I will  challenge many of the test-based, standardised educational  reforms being pushed globally to 'reform' education. I look  forward especially to learning about how you are working  creatively to transform education where you are."

I do hope that someone was videoing it and that we can see it again.  I did not want to take notes .. the experience of sitting on the floor watching an accomplished orator at work close-up was unmissable .. but I did take time to write a few tweets of things which really struck me: (obviously the bits I really believe in too!)

• Waiting to hear Sir Ken Robinson talk about a culture of collaboration  growth sitting on the floor  
• Culture is the sum of your behaviour. It can change in a short space of time e.g. tolerance of smoking
• You are more important to the pupils than the Secretary of education who is passing through to another job.... you are the school
• Not against assessment e.g PISA  ('the European song contest of education!') but the way it is used by politicians
• Definition of creativity..original ideas with a value
• Schools have a narrow conception of talent. Overlooked because we are looking for something else..
• Question is not whether to use technology but how
•  Absolutely inspiring and entertaining talk from Sir Ken...life is not linear..it is organic..you cannot plan life
• Look at video 'going nuts'..fantastic..demonstrations that all we need is already there..we need to be open
•  
• Very moving advert for mind art..they deserve the publicity..

 

• Must buy new edition of out of our minds by Sir Ken...so sad that they had sold out on the stand :-(
• Excellent analogy drawn between farming and education..danger of the monoculture..need to concentrate on the soil
• Tears in my eyes after being shown landfillharmonic video. .a must see for all..

 

• Our job is not to teach the national curriculum but to teach children
• Loving the evangelism of Sir Ken
• Sir Ken is not saying there are not things we need to learn in common
• Education is to help children learn what they might not learn on their own..expose them to ideas.no single definition

It was like being in an evangelical meeting ... Sir Ken speaks in a down-to-earth yet eloquent way, pulling at the heart-strings as he describes what are humane 'common sense' objectives and methods in education.   You felt like standing up and saying 'Hallelujah!'  There is no way that I would have asked any even vaguely critical question following such an experience!

And yet I know that when I have read what he has said in the past, although agreeing absolutely with him about the purpose of education and the problems in the current system, I have wondered how this would work fairly within our publicly accountable system where our aim is  to give equality of opportunity and access.  My question might be: How would he advise government to do the following without tests and standards:  (a) establish the 'common core' (b) define a common understanding of what we should be doing 'beyond the core' (c) ensure accountability in a public service for the common core and 'beyond'.  I am motivated to read more deeply and find out how he would answer.

I am sure I have missed lots of things I saw and did and will add them on this page.  Hope this may be helpful to others as well as a 'reminder' to me about what to pass on to colleagues!

I hope I can be let out to experience BETT again next year!

  

Happy New Year everyone!

I do hope that you are going to be able to join us at our 'ALL London January Event' this year on Saturday 17th January, 10-1 at SOAS, University of London. Here is a link to the ALL London website where you can see more information and download an invitation.

How do you join?

Here is a link to 'signing up' on Eventbrite.  Please download an invitation from the website if you prefer to use mail / cheques!

https://www.eventbrite.co.uk/e/all-london-the-january-event-2015-tickets-13782665323

Where is it taking place?

SOAS are generously hosting us again.  We are so lucky to be in such a central place, easy to get to, and close to other attractions for later visiting / shopping.

 Who is it for?

We are especially looking forward to having more primary teachers with us, as every session will have something for both primary and secondary teachers/trainers.  It is also a time when we love to welcome students to our 'main' event.  We met over 120 students at our October reception, and very much hope that they will come along!  It is free to student members and student non-members can come at a reduced price.  (The same price as teacher members).

What is on offer?

The committee will be sporting brand new sweatshirts, and Stéphane Derône has done a great job in recruiting sponsors to subsidise out refreshments, so you will be able to browse through excellent resources while chatting and drinking in breaks.  Sponsors include Maison Claire Fontaine, Vocab Express, OUP .. and  Linguascope will provide bags and freebies for us all!

 In the first short session, you will be able to choose between primary and secondary 'up-date' sessions when we will give 'the big picture' of everything you need to know (curriculum - requirements - OFSTED - examinations etc.)!  Nick Mair and I will lead the secondary session, and Nadine Chadier and Sylvie Bartlett-Rawlings will lead the primary session, including some input from Peter Downes.

 In the second session, SOAS are going to show us what they can offer schools in the form of a short lesson in Indonesian for all participants.  This will be fun as well as educational, and delegates may be interested in asking SOAS to be involved in their schools to spread interest tasting 'different' languages.

In the third session, we are delighted that the incredibly popular Steven Fawkes will talk to us about using authentic texts at both primary and secondary level.  His sessions are always thought provoking, practical and highly entertaining.  You cannot miss this opportunity!

 The morning is rounded off with a choice. 

·         Nick Mair will offer his extremely helpful session for student teachers on getting prepared for interviews / CV writing etc.  It is  really useful to hear what a school manager is looking for when interviewing.

·         Peter Downes will give more information about a realistic way of providing languages in the primary setting, whatever the expertise of the staff involved.  Our own committee member Anette Corbach speaks very highly of this approach, and Peter is very committed to helping teachers and managers.

·         Otherwise, you can come along to the Annual General Meeting to monitor how we are running the branch!  (We will not be offended if you choose one of the other sessions!)

Please sign up soon to benefit from an early bird rate.  (It will be £5 more after next Monday).  See you soon!  Helen (Helen Myers  ALL London Chair)

https://www.eventbrite.co.uk/e/all-london-the-january-event-2015-tickets-13782665323

Responding to media and politicians: a reflection

I have just seen a flurry of messages in response to the BBC article of Bernice McCabe's speech about language learning.

Every now and then there are articles like this which provoke reactions, some of which can be helpful responses, but some of which can be unhelpful.

For what it's worth, here are a few reflections on this process.

1)      Reporting technique ….

Sadly, the reporter has chosen a  ‘headline ‘ that blames teaching and teachers.
How much more useful it would have been if the headline chosen had been ‘schools are put off from offering language qualifications because ….  top grades in languages are harder to obtain than in many other subjects". 

2)      Language / Assumptions

 

Be aware of giving credence to implicit 'assumptions' in 'catch phrases' and false logic (commonly used by politicians ...)

 

By the phrasing ‘Language teachers should aim beyond "functional phrasebook competence" and encourage self-expression in pupils…’  there is an implied but false inference which many people will draw that that is all that language teachers are doing at the  moment. 

Just repeating the precise phrase like ‘functional phrasebook competence’ - ’ Berlitz phrasebook approach’ … gives it credibility.

And therefore  we must positively be asserting the range and breadth of what happens on a regular basis in schools .. the rich variety and imagination that is happening day in, day out in our schools … and we must not even get into appearing to tackle the original phrase because of the risk of giving it credibility.  Politicians are very good at this kind of ‘false logic’ leading to their ‘quick solution’.

[Here’s another, this time ‘made-up’ example of a false negative / derogatory assumption ‘Teachers should be more than people in school from 9  to 3.30’ …. and so they should swear an oath to extra-curricular activities’ … Discuss!  (Actually, don’t discuss!!! It was just to make the point!!!)]

Please let’s not fall into the trap of a knee-jerk reactions e.g. to falling numbers / low grades…. Or the ‘we must do something .. therefore this something is the solution’ ….

3)      The importance of assessment / grading

I'm pleased that the Headteacher talks about grading although she is wrong to use the word ‘perception’ of difficulty of-course, as we now know it is a reality, backed up by an Ofqual report.

We  must address the grading and assessment situation otherwise we are operating effectively with ‘one hand tied behind our back’  We  need to have a level playing field with other subjects

In itself, this will not solve all problems, but it is an essential first step. We know that there are many factors which contribute to pupils’ achievement and desire to continue a subject.  But the nature of the assessment and the way grade boundaries are set are key.  I really hope that with the changes to assessment and grade descriptors someone sensible will make the conditions appropriate for pupils to experience success in a fair system.

 4)      The assumption about teaching

I am concerned about some of the assumptions being made about teaching and the  nature of language teaching in this article. 

At the ALL Language World 2012 and 2013, it was heartening to hear such positive comments about teaching from Elaine Taylor, who was then the lead Ofsted inspector for languages.  This was based on the Ofsted report 'Modern languages: achievement and challenge 2007-2010'.  See in particular Pages 28 – 31 which reports on Teaching and learning. [Read it all.. don’t dwell on the negative – note that 2/3 of schools visited were good or outstanding,  and 1/9 were outstanding … only 1/90 was unsatisfactory].  I went up to her afterwards and thanked her for being so positive and encouraging, and I told her that too often I feel teachers are over self-critical.

There is such a danger of us beating ourselves up about the situation .. believing what the press reports.  Of-course there will sometimes be teachers who do not have such high standards, just as in any subject area but official reports do not highlight teacher competence as a particular problem for language teaching

 5)      Conclusion

Advice to myself! …. (but may help others!)

• Don’t react to the headline – look at the whole article
• Avoid giving credence to politicians' phrases by repeating them - even if it is to disagree with them
• Accept that there are many factors which contribute to an issue
• Keep stressing the need for reform of assessment and grade boundaries as an essential ‘first step’
• Enlighten people about what actually happens in language lessons (where possible giving official evidence.. not only personal anecdote or gut-feeling)

Show and Tell ideas if needed!

Physical French Phonics

Physical French Phonics

I cannot recommend highly enough ‘Physical French Phonics’ by Sue Cave and Jean Haig. I bought while browsing the stalls at the ISMLA conference last February.

The book and DVD give you everything you need to present a method which appeals to all ages for learning the perfect pronunciation for all French sounds…. Visuals, audio and video files, reference sheets, games, and guidance. 

Although produced with a primary market in mind and  particularly helpful for teachers who may feel less qualified to teach French, as an experienced French teacher in the secondary sector, pretty confident about correct pronunciation, I have found it invaluable with my classes  at all levels… all ages and all abilities.  Some of the most able struggle with pronunciation, and some of the least able excel in pronunciation.  In my experience, none deny the importance of pronunciation, and all ‘have a go’.  In fact, it is an area where the least able can sometimes excel.  It is  such a pleasure to be able to say to someone totally genuinely.." wow…. that could have been a real French speaker saying that!!!"

The book gives a superb guide to using the resources and I have adapted the ideas according to the level and experience of my pupils. 

For a rather ‘cut down’ version which I use with some of my more advanced classes at secondary level who are already familiar with the words used, read on!

Here is a typical sequence in my class.

Preparation…

·         make sure you know the actions and symbols which go with each sound.

·         Download all of the resources onto your laptop;  this then means that associated audio and video files open more quickly when clicked.

·         Photocopy the charts for pupils to stick in their books and for wall display

Why make the effort to get a good pronunciation?... Well, you tell me ….!

1.       The way you pronounce a word is very important in French.  Even if you know the words really well, even if you have a good memory, if you do not pronounce the well, French people will struggle to understand you or you may get what you do not expect e.g. ‘poison' is quite a  different thing from 'poisson'.

2.       It is a lovely feeling to know you can pronounce French… it sounds lovely and people really appreciate your effort.

3.       It is difficult to get top marks at GCSE and A level if you have a poor pronunciation.

Here is a method which I can guarantee is going to transform your pronunciation by the end of the lesson and is going to help us a great deal in lessons to come.

In four lessons, we are going to know how to say all the sounds in French simply by knowing our colours, animals, months, days and numbers.

‘Let’s start with colours.’.

‘Here are all the sounds we are going to use….’

‘Each sound has an action and a picture which represents that action….’

Click picture, watch video of native doing the action and saying the sound. Repeat.
Repeat as often as you need to!
Optional.. reinforce with a variety of games supplied in the pack

Now let’s put them together to form the words….

Click.. watch native speaker put them together.

Class repeat / record themselves and compare

Reinforce, practise as much as you like, but I strongly recommend that you do it as a whole class to ensure accurate pronunciation and avoid confusion.

Thereafter, whenever a pupil mispronounces a word, do the associated action to see if they can self correct… or invite another pupil to do the action!  The one I use most is pointing at my throat to remind them that an 'r' resembles someone gargling! in front of the mirror.

 

Thanks for a great resource, Sue & Jean!!

FTAC#14

I have just returned from a stimulating weekend in Ireland where I gave a talk to about 200 committed French teachers who had gathered together for their annual conference.

I promised that I would upload my talk and references this evening.  Here is a link to a DRAFT of what will be eventually available on the FITA site when it has been checked and tidied up!

Many thanks to all for the warm welcome .. I really enjoyed the day!  I will write more when I am more fully awake!