Suzi Bewell and PGCE MFL 2012-13 Cohort
25 June 2013
Set the MFL classroom on fire with
Food for thought…
‘Be
brave, be bold and
don’t always do as you’re told!’
*post it note starter task
What do you want to get out of today?
FLAME at University of York
Tuesday 25th June 2013
AIMS:
Suzi and her terrific trainee MFL student teachers will
-showcase a wide range of innovative resources aimed
at upper KS2/KS3 which do not always follow
traditional text book* topics
- talk about how they have spent the summer term
working on motivational cross curricular languages
projects in schools
-inspire you to go away and convince your colleagues
of the value of FLAME
-send you away with 100s of ready made resources so
you can’t use the excuse that you don’t have the time!
Cross-curricular Links
Today Cross Curricular links between MFL and the
following subjects will be shared:
-Science (PGCE MFL 2011-12 cohort)
-Art (famous Fr Ger and Sp artists)
-Drama (including working with a local theatre group)
-Food technology (The Great MFL Bake-Off)
-History (featuring the Castle Museum)
-Music (rhythm, rhyme and the sound-spelling link)
-Sport (Wake and Shake)
-Citizenship (the wider F G and S speaking world)
What is CLIL / FLAME?
Acknowledgements:
-Coyle, Hood and March,
CLIL: Content and Language Integrated Learning ,
Cambridge University Press, 2010
-Eva Lamb, King Edward Language College, Sheffield
-John Connor, MFL consultant and all round good egg
-Rachel Hawkes, Comberton Village College
-Natalio Ormeño, ALL Language World 2012
Video link: http://tinyurl.com/DoCoyleVideoClip
What is FLAME?
The Association For Language Learning has set up
Flame (Future for Language as a Medium of Education),
a new initiative to support CLIL and bilingual learning.
Launched formally on 17th January 2013, it aims to
support the many ways that teachers are combining
languages with other subjects, whether bringing
subject topics into language lessons, teaching subject
modules or teaching one or more whole subjects
through a language other than English.
FLAME plans to:
• Bring together people with a shared interest in
bilingual learning;
• Help teachers to collaborate and share ideas;
• Provide valuable information and advice for
schools;
• Arrange open days to see CLIL and bilingual
learning in action; and
• Improve the availability of learning resources.
ALL hopes that FLAME will increase the
number of primary and secondary schools
that combine language teaching with the
teaching of key subjects, and that this in turn
will help to transform the quality of language
learning in schools.
• CLIL requires languages teachers to teach
predominantly in the target language, something
which the most recent MFL OFSTED report
‘Achievement and Challenge’ deemed to be an
apparent weakness in MFL departments.
• The use of the TL (Target Language) has always been an
area of debate and with the advent of PLTS and
Learning 2 Learn, many MFL teachers have seemingly
resorted to teaching for the most part in English.
• FLAME seeks to address this issue with immersion
teaching and requires very careful planning and a clear
and rigorous implementation strategy on a
departmental level.
Teaching FLAME is very different from teaching
Modern Languages in the traditional way.
WHY do we still insist on delivering a traditional
curriculum whereby students entering in Year 7
are most likely to learn about such topics as self
and family, pets, pencil case and perhaps daily
routine.
Do most 11 year olds really want to talk about
such things in their own language let alone the
TL?
Consider also the level of cognitive challenge in MFL
compared with other core subjects
In general, how is student engagement and motivation (or
lack thereof) in MFL?
What we believe FLAME aims to do is to bridge the gap
between CLIL and traditional methodology, allowing
teachers the freedom to teach more engaging cross
curricular topics predominantly in the TL.
In turn, learners will have a much stronger motivation to
learn a language in order to communicate for real and
relevant reasons.
It is essential that we as language educators stimulate the
desire to want to learn a foreign language, especially in a
world where GCSE update for languages in the UK is at an
all time low.
A DUAL FOCUS
Content and Language Integrated Learning
(CLIL) is a dual-focussed educational approach
in which an additional language is used for
the learning and teaching of both CONTENT
and LANGUAGE.
CONTENT = Science
LANGUAGE = French, German or Spanish
CLIL – NOTHING NEW!
CLIL is closely related to and shares some
elements of a range of educational practices.
Some of these practices – such as bilingual
education and immersion – have been in
operation for decades in specific countries and
contexts.
Some case study examples:
Video 1: Chenderit School, Northamptonshire
(ICT, Geography or PSHE in Fr & Germ) 0-8mins
http://www.all-nsc.org.uk/nsc/?q=node/94
Video 2: Judgemeadow Community College,
Leicester (ICT, PHSE in Fr) 0-2mins
http://www.all-nsc.org.uk/nsc/?q=node/108
- CLIL teacher rationale and pupil perceptions
CLIL = Cognitive Challenge
CLIL not only promotes linguistic competence,
it also serves to stimulate cognitive flexibility.
Different thinking horizons and pathways
which result from CLIL (…) can also have an
impact on conceptualization (literally, how we
think). This (…) helps the learner advance
towards a more sophisticated level of
learning in general.
INNOVATIVE FUSION!
CLIL is not a new form of language education.
It is not a new form of subject education. It is
an innovative fusion of both.
‘
A Science Example:
http://www.ucet.ac.uk/2562
(0-6m30)
TDA 2010 - DVD on Integrated Language Learning which
shows the impact that teaching science through French can
have on children’s language skills.
Pippa Jacobs, a Primary Teacher features in the film and
talks about the benefits there are to using Integrated
Language Learning.
The film follows a Year 6 class in Pippa’s school as they
learn about forces in Science including force versus gravity,
experiments on air resistance, the Beaufort scale and kite
making with a grand finale in France at the International
kite Festival at Berck-sur-mer.
Science & MFL CLIL Project:
It’s great to COLLABORATE!
La langue
Les objectifs
Pendant le cours, tu apprendras:
• Les grandes saveurs de la langue.
• Le rôle de la langue dans le goût.
La saveur amère
La saveur acide
La saveur salée
La saveur sucrée
Mets les images dans la bonne catégorie
Amer
Salé
Acide
Sucré
Les réponses
Amer
Salé
Acide
Sucré
Fabrique ta propre langue
•
Les instructions
Il te faut:
• du papier rouge
• du papier rose
• des images d’aliments
• des ciseaux
• de la colle
Découpe sur le papier rouge une grande
bouche fermée
Découpe la langue
Dessine tes images dessus
Glisse la langue dedans
Les objectifs acquis
Je peux:
• Nommer les 4 grandes saveurs.
• Comprendre le rôle de la langue dans le goût.
• Fabriquer ma propre langue.
• Classifier les aliments aux 4 zones de la
langue.
Science
Water
(Eva Lamb, King Edwards Language College, Sheffield)
Pourquoi l’ eau est importante
Les usages de l’eau
Framework Objective
Reading using cues,
highlight cognates, word
families, follow written
while listening, key words
etc.
A la maison
L'eau est utilisée dans la cuisine, pour la toilette, la
vaisselle, la lessive,le jardin, etc.
A la campagne
l'eau est utilisée par les agriculteurs pour l'alimentation
des animaux etc, pour l'irrigation.
Dans l'industrie
l'eau est une matière essentielle. Par exemple, pour la
production de nombreux produits : il faut 10 000 litres
pour fabriquer une voiture.
Le cycle de l’eau
1. L'évaporation
2. La condensation
3. Les précipitations
4. Le ruissellement
L’ eau et le développement
L’ eau + les problèmes
La croissance de la population
La pollution
- les familles
- l’ industrie
- l’ agriculture
Carousel activities x 5
You will spend the next hour making your way
around the 5 groups (x 10m per table) and learning
more about possible ways of combining MFL and
other Curriculum areas such as art, music, food
technology, drama and history.
Enjoy!
“With the introduction of the new curriculum and a greater
emphasis on creativity then cross- curricular initiatives are
certainly being promoted and encouraged. To all of you who
have been involved with CLIL or for those who are interested
in any way, then it is timely that we must work together to
give a collective voice to CLIL in the UK. There are many
colleagues in our European and international networks who
have been using a CLIL approach in subject teaching, in MFL
and in cross-curricular projects with whom we can link and
share ideas. CLIL will provide us with a creative and dynamic
forum through which to explore making our teaching and
learning environments more motivating and engaging not
only for the students we teach but also for ourselves. So the
time is right for us in the UK to make a significant
contribution to the CLIL movement and to ensure that or
colleagues throughout the land are aware of its potential.
During the last year, I have been in contact with many
teachers who are hoping to start to experiment with CLIL
modules and those that are building on past experiences. We
can now start to bring this altogether… so let’s get going…..”
Do Coyle
PLENARY: What are your next steps?
What do you need to do to launch FLAME
in your MFL department?
*Select a suitable theme
*Brainstorm your ideas with your colleagues
Plan a lesson / series of lessons
Resource the lesson(s) together – share the workload
Be prepared to test and evaluate these
FOLLOW ON FLAME EVENT JUNE 2014 – INTEREST?
Parting note…
MFL teachers, I hope we have inspired you
to relight some fires today!
Useful links for later…
• ALL launched its first FLAME newsletter in February - this can be
found at http://www.alllanguages.org.uk/uploads/files/FLAME/FLAME%20Newsletter%20F
ebruary%202013.pdf
• For more information about FLAME, see the FLAME web page in the
Community section of the ALL website.
• CLIL case studies from the work done by Links into Languages can
be found here.
• MFL practioners may also be interested in visiting the CLIL for
Teachers wiki which contains many free and ready to download
resources which are being shared by colleagues in schools where
the CLIL / FLAME methodology is being successfully implemented
into the MFL department.
• There are also several case studies online, via the CILT archives,
whereby those MFL specialists who are currently unfamiliar with
the idea of CLIL / FLAME can read about and view video footage of
practicing primary and secondary practitioners of languages using
the FLAME methodology with their learners, some as young as 8.