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

2. 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

3. 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!

4. 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

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

6. Input, output and interaction
Three stages of speaking

7. 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

8. 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…

9. ‘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

10. 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

11. 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!