Edinburgh Language
Ambassadors: an overview
05/11/10
Angela Gayton
angela@ling.ed.ac.uk
Summary
• Inspiration – why do we need it?
• Aims
• Structure of organisation
• Events so far
• Future plans
Inspiration
• My own PhD research
– The Scottish situation regarding language learning
• An existing scheme at English universities
– Run by Routes into Languages
– Differences, however: no emphasis on recruitment
Aims
• Generate more interest for language!
• Offer a broader languages provision than usually
possible
• Open up language learning to pupils who may not
necessarily see it as something worthwhile to them
• Provide role models who are close in age, who love
learning/using languages
• MAKE LANGUAGES MORE VALUED IN SCOTLAND
Structure
• I coordinate, so am responsible for recruitment
– Language faculties
– International Office
• Undergraduates (not only studying foreign languages)
• Recent graduates
• Ad hoc meetings aimed at preparation for specific
activities
Structure (cont.)
• Collaborations:
– SCILT
– U of E’s Widening Participation department
– U of E’s International Office
Events so far (1)
• Italian taster session (2 groups of 20 P7 pupils)
– Mind-mapping their impressions of Italy
– Interactive presentation of the basics of the
culture/language
– Discussion of the two different ambassadors’
experiences of living in Italy
– Chorus of practicing the sounds in Italian, and the
basic words and phrases presented
Events (2)
• French extension session (2 groups of 20 P7
pupils)
– Drawing their existing knowledge of French
knowledge and culture in small groups
– Ambassador discusses her experiences in the
country with the pupils
– Presentation of some more contemporary vocabulary
than they would normally access in class
– Matching game: new phrases to corresponding
images
You having a laugh ref?
Tu te fous de nous?!
Come on you blues!
Allez les bleus!
You look totally
gorgeous in that!
Tu as vraiment
l’air canon!
Events (3)
• Languages circuits afternoon
– 15 S1-2 pupils, broken into smaller groups to rotate
around the 6 different language stations
– German X Factor
– Chinese horoscopes
– Italian art
– Arabic calligraphy
– French famous people
– Spanish cookery
Events (4)
• Linguistics session
– 15 S3 pupils all studying for Standard Grade French
– Translation activities
• French-English
• French-Italian-English
• English-Abma (inspired by a previous UKLO task)
– Aimed to make the pupils more confident in inferring
overall meaning of a sentence/paragraph/text, without
needing to understand every word.
• I gave the most expensive jotter to
Michel.
• You sent the sweetest text to Sandrine.
• They climbed the most dangerous wall.
• She arrived in the most romantic town.
• We bought the ugliest mobile.
Section 1: Translations in French
• Ils ont décidé d’écrire le message le plus
romantique sur le mur de Benoit.
• Il a achété le cahier le plus laid.
• J’ai grandi dans la ville la plus dangereuse.
• Nous avons donné au prof le caramel au
beurre le plus cher.
• Elle a pris l’autobus le plus laid hier.
• Tu as regardé le film le plus impolit.
• Ils ont envoyé à Jean le texto le plus
sanglant.
• J’ai porté le gilet le moins soigné.
To eat/mangiare
• English
– I eat
– You eat
– He/she/it/one eats
– We eat
– You eat
– They eat
• Mangiare
– Mangio
– Mangi
– Mangia
– Mangiamo
– Mangiate
– Mangiano
• Compare the French
and Italian
L’autobus le plus lent
L’autobus il più lento
with the English
The slowest bus
• What are the
differences in the
word order?
• Le souris dangereux
• Il topo pericoloso
• The dangerous
mouse
• Les lapins
dangereux
• I conigli pericolosi
• The dangerous
rabbits
• La chèvre
dangereuse
• La capra pericolosa
• The dangerous goat
Events (5)
• Careers talk
– 50 (approx.) S4-5 pupils
– Panel set-up: 5 ambassadors representing
French, Italian, Spanish, Mandarin, Arabic
and Norwegian
– Pupils were able to pose questions relating to
languages and careers
Events (6)
• French extension activity
– 60 S1 pupils, divided among 4 ambassadors
– 4 activities consisted of:
•
•
•
•
French X Factor
20 questions
Cultural stereotypes
Role play
Future plans
• Work with one state school consistently
– Tandem schemes with schools in the target language
countries?
– Language clubs for lesser-taught languages?
– Language assistants?
– More careers events?
– Longer-term art/drama/music/sport activities?
• Funding…?
ً
‫شكرا‬
Vielen Dank!
¡Gracias!
Merci beaucoup!
ありがとう
谢谢
Grazie!