Primary Languages: Effective Learning and Teaching by Cynthia Martin

By Cynthia Martin

Fundamental languages are to be an entitlement for all scholars in KS2 from 2010. there's for this reason a necessity to make sure that trainee fundamental academics are outfitted with the mandatory abilities, wisdom and realizing to give a contribution to this method. This publication helps experts, and in addition non-specialist trainees with an curiosity in MFL, who may have to bring languages around the curriculum, supplying them with a transparent knowing of the method and assisting them to advance linguistic competence and self assurance.

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Sample text

The first is what Hawkins (1987; 1996) has termed the education of the ear, the importance of providing children with opportunities to hear and absorb the sounds of the new language before being asked to produce them aloud for themselves. Secondly, Krashen (1984) called this time of receptive silence, the silent period. We can provide this by encouraging children to listen and respond – but initially through actions only. 1 children are described as performing finger rhymes . . a statement implying that they may not be saying all the words to begin with but may be joining in by watching and copying the actions only.

A statement implying that they may not be saying all the words to begin with but may be joining in by watching and copying the actions only. Look at the steps in the sequence, which you have highlighted. You will see there are a number of possible physical responses as well as mimes to go with a rhyme or story. The sequence in Part 3, p19 suggests that children might pick up objects (trouvez) or point at pictures (indiquez). Total physical response to aural input can also include showing (montrez-moi) holding up an item or visual.

With a highlighter, carefully mark the key steps which children will be taking in each of the strands. For the Oracy strand, you will see they move from the familiar to less familiar, from responding in chorus as a whole class to responding individually. What other steps can you trace? Note these down and share your findings with the rest of your group. Part 2 If you intend to become a Subject Leader for Primary Languages in your school, you need to be familiar with the contents of Part 2 Guidance on Implementation, which is for head teachers, managers, and curriculum leaders.

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