CPD for Primary Languages Wednesday 3rd December 2014 September 14, 2018

Plan of session 4.0 Tea 4.30 Evaluation and feedback 4.50 Barbara King – University of Reading ‘Input, output and interaction’ 5.0 Catherine Spiers - Fair Oak Primary School ‘Encouraging Talk in a Foreign Language’ 5.45 Questions 6.0 Group discussion with secondary colleagues

Today’s focus Emphasis today on encouraging pupils to speak National Curriculum Programme of Study Links directly to points 1,2,3,4,5,6,7 and 10!

We will focus on… 3 Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help 4 Speak in sentences, using familiar vocabulary, phrases and basic language structures 5 Present ideas and information orally to a range of audiences 6 Appreciate stories, songs, poems and rhymes in the language

Link to principles www.PDCinMFL.com 1,2,3,4 (Oral interaction) 8 The principal focus of pedagogy should be on developing language skills…

Input, output and interaction Three stages of speaking

Input The ‘presentation’ stage New words and structures are introduced Children listen and respond (possibly silently) This is an important stage and needs time Teacher is the main source of input in the languages classroom New language needs to be modelled clearly

Input Stephen Krashen developed the idea of ‘comprehensible input’ in the 1980s He said it is ‘all you need’ to learn a language Possibly… But it would take a long time…

‘Rich input’ Learners also need ‘rich input’ More than just the target words Examples include songs and rhymes Learners don’t need to understand everything The aim is to become aware of the rhythms and sounds of the new language

Output Input is not enough Learners need to produce language themselves This should start as controlled, scaffolded speaking practice Aim for gradually diminishing support Teacher needs to model clearly the language the learners are expected to produce

Interaction Where language learning really happens! A real opportunity for learners to use the chunks of language they have practised in the output stage This should also be clearly modelled by the teacher Could be modelled with another adult, a child or a toy!