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When we talk about teaching languages, it’s easy to get caught up in the grammar structures, the tenses, or the ever-growing pressure of exam specifications. But again and again, I find myself coming back to something more fundamental: words . Vocabulary isn’t just a list at the back of the textbook – it’s the bedrock of everything our learners need to do with language. Recently, I had the chance to join a webinar (organised and hosted by Wendy Adeniji) with Professor Emeritus Paul Nation – a giant in the field of vocabulary research. I’ve followed his work for a number of years, but hearing him speak live brought a new layer of clarity to ideas I thought I already understood. His calm, practical explanations reminded me of why vocabulary deserves more space – not just in the classroom, but in curriculum planning, CPD and teacher training too. Professor Emeritus Paul Nation Not All Words Are Created Equal Nation began with something deceptively simple: not all words matter in the same way. We often talk about how many words learners need to know, but the type of word  makes all the difference. He unpacked the terminology we often hear – tokens , types , word families  – and explained it all in a way that made immediate sense. For example, if ' the'  appears ten times, that’s ten tokens, but only one type. Then you zoom out again and think about word families : ' book , books , booking , bookish'  – all connected. It reminded me how often we throw around these terms in CPD without making sure everyone is on the same page. Nation brought us back to the basics, but without ever talking down to us. It was refreshing. The Power of High-Frequency Vocabulary Here’s the statistic that stopped me in my tracks: just 10 word types  make up 25%  of written English. The top 100? 50% . And the top 1,000? Around 75% . That has serious implications for us as teachers. If we want our learners to understand what they’re reading or hearing, we need to focus on the right words  first, not the obscure or fancy ones, but the ones they’ll actually encounter again and again. Nation says that about 3,000 word families  give learners 95% coverage of typical texts and around 9,000  is the sweet spot for real reading fluency (98% coverage – the threshold for comprehensible input). That figure sounds high, but it makes sense: without that vocabulary base, everything else is harder. Nation suggests aiming for around 1,000 word families per year, that’s just five words per hour of instruction. But in the UK system, where curriculum time is tight and exposure is limited, the challenge is clear: how can we realistically make that happen? Zipf’s Law and Why Frequency Matters Nation also revisited Zipf’s Law which basically tells us that a few words occur very frequently and most words appear very rarely. In fact, even in huge text corpora, half the different words will show up only once . This is where things get practical again. If learners spend their time on low-frequency words, they won’t see them again for ages, meaning they won’t retain them. But high-frequency words show up all the time and that means learners get repetition, reinforcement and a chance to use what they’ve learned. It really drove home the idea that vocabulary learning is a battle against Zipf’s Law . Exposure is everything. Image source: https://www.youtube.com/watch?v=4dofBw9r0P4 Seeing It In Action One of the most powerful moments in the webinar was when Nation showed us a real text, broken down by word frequency. You could see  how much of it was made up of those first 3,000 word families and how just a handful of low-frequency words were enough to block comprehension. His point? We need to build materials, lessons and curricula around those core words, not because it’s limiting, but because it opens the door to everything else. This is just as true in German, French, or Japanese as it is in English. As a German teacher, that really resonated. We all know what it’s like to juggle curriculum content and what we instinctively know learners need. Nation gave us the research to back up what I’ve felt for a long time: get the core vocabulary in early, often and in meaningful contexts. The Impact of Socioeconomic Background on Vocabulary Acquisition Research, particularly from the U.S., shows that children from lower socioeconomic backgrounds  tend to have a vocabulary 1,000 to 2,000 words smaller  than their peers from higher-income families. This gap is linked to fewer opportunities for rich language exposure - such as reading, museum visits and discussions. For foreign language learners, vocabulary growth is slower than for native speakers. While children acquiring a language naturally can learn over 1,000 words per year , foreign language learners in schools typically learn at a rate of 500 to 1,000 words annually . This would depend on curriculum time and learners motivation. Nation's advice for course design: Language courses should aim for at least 1,000 word families per year  to ensure meaningful progress. How vocabulary is Learned: The Four Strands Approach One of the things I love most about Nation’s work is how practical it is. His Four Strands  model offers a simple but powerful way to balance language learning: Meaning-Focused Input  – learners need lots of accessible listening and reading where they understand most of the words (98% known vocabulary is the ideal = CI). Meaning-Focused Output  – speaking and writing to communicate real messages, not just practising forms. Language-Focused Learning  – deliberate pronunciation practice, vocabulary drills and grammar learning. Nation strongly supports the use of bilingual word cards , where learners write a foreign word on one side and its translation on the other. Research spanning over 120 years  confirms their effectiveness. Contrary to misconceptions, words learned through deliberate study are not easily forgotten  and become readily available for real communication. While learning phrases and collocations is useful, Nation cautions against focusing too much on true idioms , where meaning cannot be inferred from the individual words (e.g., kick the bucket ). In English, fewer than 100 true idioms  exist, meaning that systematic vocabulary learning should prioritise individual words over idiomatic expressions. Fluency Development  – helping learners get faster and more confident using what they already know , across all four skills. One story that stuck with me was when Nation talked about his time in Japan. He knew  the numbers in Japanese – had learned them – but couldn’t understand them when they were spoken quickly - he wasn't able to retrieve them quickly enough . It wasn’t until he had a few sessions focused purely on fluency (the teacher would say a number and he would point to it - faster and faster) that it finally clicked: he could understand “120 yen” at the post office. It wasn’t about learning new words – it was about speeding up access to the words he already knew . The fluency development is about familiarity, getting faster at retrieving what you already know. That reminder really hit home for me: if we want learners to make progress, we need to give them space not just to learn new vocabulary, but to use  it fluently. Each of these strands matters and each one gives vocabulary its rightful place. This isn’t about cramming word lists. It’s about building a deep, usable bank of language knowledge that supports fluency, confidence and independence. High, Mid, and Low Frequency Words Another useful distinction Nation made is between high-, mid-, and low-frequency vocabulary: High frequency  (1000 - 3000 words): essential for daily communication; should be heavily prioritised , these need to be taught explicitly and recycled constantly. Mid frequency  (3000 - 9000 words): here, learners start to use independent strategies – like guessing from context, recognising word parts, spotting prefixes and suffixes, or using dictionaries effectively. Low frequency (9000+ words): these are picked up incidentally through wide reading, listening and meaningful input. Technical vocabulary might need direct teaching, but the rest comes with time and exposure. It’s a useful framework when selecting texts, designing tasks, or supporting learners who feel overwhelmed by long word lists. The Case for Graded Readers This is one area where English has a head start. Nation praised the use of graded readers  – books written using controlled vocabulary as one of the best ways to give learners meaningful, accessible reading experiences. Even with just 90 word families , learners can begin to read real stories. That’s powerful and it’s motivating. For other languages, these kinds of resources are less common but they do exist and we need more. Without vocabulary-controlled texts, learners are often thrown into material that’s too hard. And if you only know 500 words, but the text demands 9000, it’s not going to help; it’s going to frustrate. So , What Does This Mean for Us - Teachers? The biggest takeaway for me? We need to be far more intentional about which  words we teach, how  often we recycle them and why  they matter. Language learners don’t need to know every word - they need to know the right  words first. High frequency vocabulary should be the foundation of everything: curriculum design, reading selections, assessment planning and resource creation. It also made me reflect on how we scaffold reading and listening. Are we giving learners enough input at the right level? Are we introducing enough of the high frequency vocabulary early on and making it stick through repetition, variation and real use? If you ever get the chance to hear Paul Nation speak - or better yet, read his work - do it . His combination of clarity, research grounding and practical implications is second to none. I left the webinar buzzing with ideas for my own learners and a renewed sense of purpose when it comes to vocabulary. Let’s teach fewer words - but teach them better. Further reading and resources: https://www.wgtn.ac.nz/lals/resources/paul-nations-resources

This academic year has been an incredibly full and rewarding one for me, filled with opportunities to speak at conferences locally, nationally and internationally; to work with and deliver CPD across a range of schools and Trusts; to develop content; to write two books; and to navigate an Ofsted inspection, among many other things. As the year draws to a close, I wanted to dedicate my final post to a topic that has come up repeatedly in my conversations with colleagues and through the research I’ve been doing this year: Comprehensible Input . It’s an area I’ve been exploring in more depth, both in theory and in classroom practice, so I’d like to share some reflections on what I’ve learned. More and more language teachers are becoming aware of and applying the principles of comprehensible input (CI)  in their classrooms: a shift that has been reshaping language teaching practice worldwide. Originally introduced by linguist, Professor Stephen Krashen, comprehensible input refers to language that learners can understand even if they don’t yet know every word or structure. By being exposed to language that is just beyond their current level of understanding, often referred to as “i+1” , learners are able to infer meaning from context, making it possible for them to acquire new language naturally and effectively. This post explores the importance of comprehensible input in modern language teaching and outlines some strategies for effectively implementing it in the classroom context. I believe this approach can not only support more natural learning but also increase motivation, engagement and long-term retention. Stephen D. Krashen - American linguist, educational researcher, Emeritus Professor Why Comprehensible Input matters Comprehensible input is crucial because it mirrors the natural process of first language acquisition . Children don’t learn by memorising verb tables or parsing complex grammar; they acquire language by being surrounded by speech that they can make sense of, gradually building vocabulary and grammatical understanding over time. Realistically, we may not be able to fully replicate these conditions in a school setting, given the limited curriculum time and the fundamental differences in how we acquire additional languages compared to our first. Unlike learning our mother tongue as toddlers, where we're immersed in it 24/7, second, third, or even fourth languages are typically learned in more structured environments (in the school or by attending language courses). However, second language learners can still benefit greatly from exposure to input that they can decode using contextual clues. One of the most compelling reasons this approach works is its alignment with Lev Vygotsky’s  concept of the zone of proximal development  (ZPD). This zone represents the sweet spot between what learners can do independently and what they can achieve with guidance. Comprehensible input keeps learners in this productive space, stretching their abilities just enough to challenge them, but not so much that it causes frustration or disengagement. What the Research says Krashen’s Input Hypothesis has long argued that acquisition, not just learning, is what ultimately leads to language fluency and that acquisition happens when learners receive enough input that is both understandable and meaningful. While some critics point out that his model downplays the role of output or grammar instruction, more recent research from the likes of Paul Nation  and Bill VanPatten  supports a balanced approach, with meaning-focused input  being one of the key strands in effective language learning. Nation’s Four Strands  framework, comprising meaning-focused input, meaning-focused output, language-focused learning and fluency development, emphasises that around 25% of class time should be devoted to input  that is both accessible and engaging. His work also highlights the importance of repeated exposure to high-frequency vocabulary in varied contexts, something that comprehensible input naturally facilitates. Find out more about Nation's 'Word frequency and vocabulary learning in my post here . Global School-Based applications Comprehensible input isn’t just a theoretical ideal, it’s being used, successfully, in classrooms around the world. Here are a few real-life examples that demonstrate its power: Germany: Story Listening in Secondary MFL At a conference I attended last year, colleagues shared that in some secondary schools in Hamburg, MFL teachers use a modified version of Story Listening (a technique inspired by Beniko Mason) in their French and Spanish classrooms. Each week, the teacher tells a short story supported by drawings, gestures and occasional L1 translations. Students then complete low-stakes follow-up tasks such as drawing scenes, sequencing events, or acting out parts of the story. Over time, learners begin to absorb vocabulary and grammar naturally. One teacher observed that even lower-attaining students started producing more complex sentences spontaneously after regular exposure to this approach. UK: Graded Readers in KS3 German and French There are language deparrtments in England that are championing the use of graded readers - short books written in accessible language with high-frequency vocabulary. Schools using these readers (often created by teachers themselves) report increased motivation, better vocabulary retention, and stronger reading confidence. Paired with audio versions, these readers can provide excellent listening and reading input. Some schools have even implemented “Drop Everything and Read” sessions for languages, echoing whole-school literacy drives. USA: Comprehensible Input-Based Curricula In the United States, particularly in states like Oregon, Texas and California (as I have been told),  teachers are implementing full curricula based on comprehensible input. Textbook use is minimal. Instead, teachers use movie talks , personalised questions and answers (PQA) , and extensive reading programmes to immerse students in the target language from day one. These teachers often report higher engagement and lower attrition, especially among learners who previously found languages intimidating. This is something I would like to research more, so if you are one of my blog readers from USA, do get in touch, please. Australia: CI in Primary Schools In some Australian primary schools, CI-based approaches are embedded in daily routines. Teachers use songs, routines, puppets, and games  to make language accessible and fun. The goal isn’t to produce grammatically perfect speech, but to ensure students can understand and enjoy the language. Again, if you are one of my blog readers from Australia and you use this kind of approach, I would love to know more, please. Strategies for Implementing Comprehensible Input So, how can we bring more comprehensible input into our own Language classrooms, whether we’re working with Year 3 or Year 13? Using visual aids : Visual aids such as pictures, videos and realia (real-world objects) can make language input more understandable. For example, when teaching vocabulary related to food, showing images or using a cooking demonstration video can help students infer meanings from context. Additionally, gestures and body language can reinforce spoken language, aiding comprehension. Simplifying language without dumbing down : Teachers should speak clearly and at a moderate pace, using high-frequency vocabulary and simple sentence structures and recycling them often. This does not mean oversimplifying the content but rather making it accessible. For instance, when introducing new vocabulary, use familiar words and phrases to provide context, gradually increasing complexity as students become more comfortable. Scaffolding instruction : Building on students' prior knowledge helps them connect new information to what they already know. Providing sentence frames and starters can also support learners in constructing sentences, allowing them to express themselves more easily. For example, using sentence starters like "I like ... because ..." Ich mag …, weil … Je préfère … parce que … Me gusta … porque … can help students practise new verbs within a familiar structure. These structures allow students to express meaningful thoughts while staying within their comfort zone. Contextualising language learning : Real-life scenarios and storytelling can make language learning more relevant and engaging. Designing activities around everyday situations, such as ordering food in a restaurant or asking for directions, allows students to practise. In my previous post I have explored TPRS as another way of introducing vocabulary and new language. Read the full post here . Offering extensive reading: Free voluntary reading, even for just 10 minutes a week, can boost vocabulary, comprehension and motivation. Providing a library of short, levelled readers. Letting students choose what they want to read. Pairing it with light activities like drawing a scene or summarising in English or the TL. Embracing repetition: Not being afraid to repeat stories, songs, or activities. Repetition with variation is key to retention. For example, revisiting a story with new illustrations, a different ending or from another character’s perspective. Balancing Comprehensible Input with Curriculum Demands Let’s be real - many of us teach in systems that still prize grammar-based exams, controlled assessment and measurable output. So how do we reconcile comprehensible input approaches mentioned above with these expectations? Here are some observations: CI and grammar are not enemies . Once learners have acquired a foundation of natural language through exposure, they tend to be more open to explicit grammar instruction. I see grammar as the fine-tuning , not the engine of language learning, but still an essential component. At a certain point, explicit teaching becomes necessary. As a linguist fluent in four languages, I know from personal experience that I couldn’t fully grasp a language without understanding how it works. For roles that demand a high level of language proficiency, it's crucial to use language accurately, including its grammar. In my view, this can’t be achieved through implicit learning alone, which is exactly why we all attend school to learn to speak and write accurately in our own language, too. CI can be exam-relevant . Choosing stories and contexts that match your curriculum themes: holidays, health, technology, school. Students learn the same content - just in a way that sticks. Even 10 minutes a day makes a difference . You don’t need to overhaul everything. You could start with a “CI starter” each lesson - a mini story, a question, a song and build from there. Final Thoughts: Comprehensible input is a mindset For me, comprehensible input isn’t just a technique - it’s a mindset. It’s about trusting that our students are capable of acquiring language more naturally when we give them the right conditions: exposure, meaning, support and space. It means shifting our role from instructor (teacher)  to language guide - pointing out patterns, telling stories, asking questions and celebrating growth. Balance is all! Above all, it’s about making language learning joyful again. Further Reading and Resources: If you’d like to explore comprehensible input more deeply, I recommend: Krashen, S.  (1982). Principles and Practice in Second Language Acquisition. Nation, P.  (2007). The Four Strands. VanPatten, B.  (2015). While We're on the Topic: BVP on Language, Acquisition, and Classroom Practice. Beniko Mason  – Story Listening Research: https://benikomason.net The Comprehensible Classroom : https://comprehensibleclassroom.com TPRS Books : https://tprsbooks.com The Motivated Classroom : https://liamprinter.com/podcast/ NCLE Language Hubs (UK)  – Supporting research-informed language teaching in schools: https://ncle-language-hubs.ucl.ac.uk/language-hubs/

As language teachers, we’re always looking for ways to boost engagement, increase confidence and help our learners feel that what they’re doing matters . I’ll be honest - I stumbled across TPRS  ( Teaching Proficiency through Reading and Storytelling ) almost by accident. Like many MFL teachers in the UK, I am always trying to find ways to engage students who have mentally checked out of language learning. You know the ones: bright enough, capable enough, but utterly unconvinced that German,Spanish or French would ever be useful, let alone fun . Then I heard Dr Liam Printer  speak at the Language World Conference 2023 in Sheffield about the motivational power of storytelling  in the language classroom. He shared how student motivation and output increased when they were exposed to compelling, comprehensible input through co-created stories. While presenting at the World Languages Conference at the American International School of Budapest and researching for my upcoming book Teacher Hacks: Languages , I encountered this approach again, several attending teachers were actively using it in their classrooms. So, I decided to write this blog post about it in case it inspires you to try something new in your own teaching. What is TPRS? TPRS was developed by Blaine Ray in the 1990s and is now used by teachers all over the world. At its heart, TPRS is about helping learners acquire language naturally  through hearing and reading it in meaningful, memorable contexts. It’s based on the idea that students learn best when they understand what’s being said and feel emotionally connected to it. TPRS  is rooted in comprehensible input theory and inspired by Stephen Krashen’s work, it provides a compelling, student-centred alternative to the more traditional grammar-translation or textbook-driven approaches that still dominate many classrooms and while it might sound a bit different at first, it’s surprisingly easy to get started with and the impact can be immediate. The process follows three simple steps: Establish meaning   – The teacher introduces a few useful, high-frequency structures. Create a story together   – The teacher takes the lead but students help build a fun (often silly!) story using the new language. Read and rework the story   – The teacher reinforces comprehension through reading, acting out and retelling. It might sound playful and it is, but it’s also underpinned by solid research. For example: Stephen Krashen’s comprehensible input hypothesis  suggests we acquire language when we understand it and when it’s just above our current level - 98% CI. Paul Nation’s vocabulary research  highlights the importance of high-frequency words in meaningful contexts for long-term retention. And in more recent classroom-based research, Dr Liam Printer*  (Switzerland-based teacher and researcher) found that TPRS-style storytelling significantly boosted motivation, confidence and engagement  among his learners of Spanish. Why it might be worth trying You can start small, just a single lesson with a low-stakes story using three structures and be surprised by how well it might go. Here’s what stood out as reported by colleagues who tried it in their classroom: The repetition felt natural and enjoyable  (not forced or drill-like). Students remembered key phrases weeks later  without having been formally tested. Learners who often sit back were suddenly participating , suggesting silly names or plot twists. There was a lot of laughter , but there was also learning and that’s a combination I liked the most. What really struck me was how TPRS encouraged their students to use  language early, without the pressure of being grammatically perfect. It lowered the affective filter and built confidence quickly. Who’s using it? TPRS is popular across the US and Latin America, but it’s also gaining traction here in Europe. In the Netherlands , for instance, the TPRS Academy  has been training teachers in the method for years. In Switzerland , Liam Printer uses it with great success in the IB system. Some teachers in Austria and Germany are combining TPRS with other CI (Comprehensible Input) techniques like MovieTalk and StoryListening. It appears to be particularly popular in the Flemish-speaking region of Belgium . Interest is also growing in the Czech Republic, Slovakia, Spain and France , mainly among teachers of English as a second language (ESL). In the U.K., some school are trying it out or adapting it to suit their school context (an example is used also in my upcoming book). In short, this is not a niche fad, it’s a flexible, research-informed approach that can sit alongside what we already do. What might it look like for us? If you’re curious but not sure where to begin, here are a few ideas that worked for my colleague: Start with three new phrases or structures  (e.g. “möchte…”, “hat Angst vor…”, “geht zu…”). Build a short story together on the board. Keep it simple, silly and collaborative. Follow up with a reading version, a gap-fill, or a re-telling challenge. Let students illustrate the story , create alternate endings, or act it out. It doesn’t need to replace what you’re doing, it can be a short weekly feature or an occasional revision activity. It also works brilliantly for retrieval practice and building confidence before assessments. A few things to keep in mind Trying TPRS for the first time can feel like stepping into the unknown. If you’re used to structured schemes of work, grammar grids and vocab tests, letting go can be scary. Here’s what might help you ease in: Start with mini-stories  and just a few new phrases. Use student names  and interests to make stories more engaging. Check for understanding constantly (gestures, translation, quick quizzes). Don’t worry if it gets silly. Silly is memorable . You don’t have to abandon everything you already do. TPRS can complement your existing routines, it just changes the why  and how  behind them. Sometimes, a small shift in approach can make a big difference. If you’re looking for a way to get learners talking, laughing and remembering more of what we teach, TPRS might be worth exploring and you could combine them with sentence builders or parallel texts like my friend does. Final thought: Stories connect us I think what I like most about the idea of exploring TPRS is that it rehumanises the language classroom. It’s no longer about “getting through the content” but about connecting through story . Students aren’t just learning German or French or Spanish, they’re using it to create something meaningful, something funny, something memorable. As Liam Printer says, “stories tap into the fundamental human need to feel, to connect, and to belong.”  When our language lessons do that, real learning begins. * Dr Liam Printer’s 2021 doctoral thesis found that TPRS and story-based methods significantly increased intrinsic motivation  in secondary school learners. Motivation, in turn, supported greater participation, more spontaneous use of the language and even improved test results.

Using the target language (TL) in Modern Language lessons is both a commendable and complex endeavour. However, for it to be successful, I believe, we need to find the delicate balance between immersing our students in the language and not overwhelming them. In my own classroom, I always aim to create an environment where the TL is a natural part of the learning process, but I try to do this in a way that is accessible and comprehensible to my students. The Challenge of Balancing TL Use One of the main challenges we face in using the TL in MFL lessons is determining how much to use it. On one hand, we aim to deliver our lessons in the TL to maximise exposure and practice . On the other hand, we need to be mindful of our students' ability to understand and engage with the material. Too much TL too soon can lead to confusion and frustration (I know I wouldn’t feel comfortable if someone spoke to me for an hour in a language I don’t understand and expected me to stay engaged and excited about learning it!), whereas too little can hinder the immersive experience necessary for language learning. Establishing Clear Routines A practical approach we can take to incorporate the TL is to establish clear routines where its use is integrated seamlessly. For example, during routine activities such as taking attendance or giving classroom instructions (e.g., "Open your book to page X" or "Write today's date and title" ), using the TL can become second nature for our students. These routines help our students become familiar with common phrases and instructions without feeling overwhelmed. Example : Every day, I greet my students in the TL, take attendance by asking "Wie geht's?" (How are you?) , and give basic instructions like "Nehmt eure Bücher raus" (Take out your books). Leveraging Known Concepts Using the TL to explain concepts that my students already understand in their native language is another effective strategy. For instance, when revisiting familiar topics such as tenses in a GCSE class, I might switch to German (TL) for questions like "Was ist die Zeitform in diesem Satz?" (What is the tense in this sentence?) or "Woher weißt du das?" (How do you know it?) . Similar to the example, I give below with my year 11 class. My students are accustomed to the vocabulary in English, so they can follow along even if they don’t understand every single word in German. Example : When reviewing present tense verbs, we could ask in the TL, "Was ist das Subjekt in diesem Satz?" (What is the subject in this sentence?) and "Wie konjugiert man dieses Verb?" (How do you conjugate this verb?). This strategy reinforces students' understanding and builds their confidence in using the TL as well as encourages them to speak like linguists. However, it's important to recognise which classes this approach will work with and which ones might struggle . You might want to use this strategy with your GCSE classes or higher-attaining groups. As the expert in your classroom, you know your students best. I would certainly not advocate for using the TL at all costs ; it's crucial to adapt your approach to fit the needs and capabilities of each class. Gradual Increase in TL Use Interestingly, over past few years my GCSE classes requested more lessons delivered purely in German. Initially, I was quite surprised they were so open to this challenge as this has not been the norm before or when I started to teach; but it turned out to be quite successful. The key was that the students had already been exposed to the necessary vocabulary and structures in English. This prior knowledge made the transition to using more German in class smoother and more effective as mentioned above. Here's how I went about it. After a few months of using translanguaging (mixed language) instruction, I gradually switched to full TL lesson. I used a lot of non verbal clues, such as gesturing, pointing, and showing as well and I allowed my students to use / respond in either L1 or L2 , whichever they were comfortable with (this led us to more discussions about translanguaging). My main aim was to show them that using the TL was not something to be scared of and that they could understand more than they thought. I explained that it was natural to understand and use the language better receptively than productively. In my own classroom, I don't look for perfection but aim for as much use as possible and aim to remove the fear barrier of speaking and giving it a try, which I observe so often among my students in England. I want to reduce their fear of giving it a go and speak even if it is not completely correct. This approach really paid off with our Year 10 students on the recent trip to Berlin - their willingness to use the target language was brilliant to see, and it even led to them making some new German friends along the way. Consistency is the Key When using the TL, I believe, consistency is crucial . We should repeat the same language and structures to help our students internalise them. For example, if my students are used to the phrase "Macht das Buch auf Seite 23 auf." (Open the book on page 23.) , it's important not to change the instruction to e.g. "Öffnet das Buch auf Seite 23." . Sticking to familiar phrases prevents confusion and helps our students feel more secure in their understanding. Example : Every lesson, we use the same set phrases for common tasks like "Schreibt das Datum und den Titel" (Write the date and the title) and "Lest den Text laut vor" (Read the text aloud) or "Eins, zwei, drei, zeigt mir!" (One, two, three, show me!) , when using the MWBs for example. This is something we need to train ourselves to do as well, as it isn't always easy or natural, especially when starting your teaching career. As a mentor, I often see colleagues changing phrases or wording, which then confuses the students. Having a stock of phrases we use across the department is also extremely useful. Since we often teach different classes over the years, it ensures that students hear the same instructional language regardless of who teaches them that academic year. This consistency helps reinforce their understanding and retention of key phrases* , making it easier for them to follow instructions and participate in activities. For example, if we all use phrases like "Setzt euch, bitte!" (Sit down, please!) or "Alles einpacken!" (Pack up!) , students become familiar with these commands and can respond quickly and confidently . It also optimises the cognitive load on students, as they don't need to decipher new ways of giving the same instructions each time they have a different teacher. Furthermore, having a shared set of phrases fosters a cohesive learning environment across the department. It allows us to build on each other’s work more effectively. If a student transfers from one class to another, they can seamlessly continue their learning without needing to adjust to a new set of instructional terms. This uniformity can also support collaborative planning and resource sharing among teachers, as we can create lesson plans and materials that align with the common phrases we use. In addition, this approach aids in classroom management . When students consistently hear and use the same phrases, it helps establish routines and expectations . They know what is expected of them and can transition smoothly between tasks, leading to a more organised and efficient classroom environment. Conclusion Incorporating the TL in MFL lessons is a complex process that requires careful planning and sensitivity to our students' needs. By establishing clear routines, leveraging known concepts and maintaining consistency, we can create an effective TL environment. Our ultimate goal is to provide ample exposure to the TL while ensuring that our students feel supported and capable . With the right balance, our students can thrive and develop their language skills without fear. *Please note that I don’t give my students lists of classroom language to memorise. Instead, I use the same phrases consistently in my lessons, so they pick up the instructional language naturally through repeated exposure and listening. Further reading: James Stubbs (teacher of French and Spanish, Leader) writes a lot about maximising the use of TL in his classroom, especially through the development of linguistic routines and in inductive approaches to teaching grammar. He blogs at: https://jamesstubbs.wordpress.com/ Jennifer Wozniak-Rush (teacher of French and Spanish, leader), often delivers subject specific CPD. Her most recent webinar for Linguascope was: 'Target Language: A mission possible for our students' is available at: https://www.linguascope.com/apps/index.htm

Rosenshine’s Principles in Action and Conti’s Extensive Processing Instruction On this post I will be looking at what they are and how they can be implemented in the languages classroom as well as how they fit with Conti’s E.P.I methodology. My school, just like many other schools across the country, is exploring and providing an extensive CPD on Rosenshine’s Principles in Action by Tom Sherrington . You can also watch his Masterclasses videos which are very detailed and easy to follow.  As a result of this CPD all of the subject leaders at my school including myself have been asked by our SLT to demonstrate how we implement these principles within our subject area.  Here is my take on the matter. I am by no means an expert and these are my own ideas and opinions. So what are Rosenshine’s Principles of Instruction?  Before we look at the principles we need to understand first how the memory works, specifically looking at the differences between ‘Working memory’ and ‘Long term memory’ and ‘The forgetting curve’ . For more detail please refer to Tom’s book (please, click on the picture above). Picture by Oliver Caviglioli. Environment affecting learning    Embedding into long term memory-  Recall of new learning    reusing information.          if not revised or used learning gets forgotten Principles of  Instruction – Research-Based Strategies That All Teachers Should Know So how do they fit into MFL classroom? Let’s have a look… Begin a lesson with a short review of previous learning: Daily review can strengthen previous learning and lead to fluent recall. –  I personally think that this is not a new idea in the languages world, maybe it is more of a revelation for other subjects that didn’t used to routinely review and quiz previous learning, but all of us language teachers know how important the recall of previous learning is and this has been our practice for years even if it was just in the form of routine vocabulary tests.  Language lessons follow on each other and require students to learn and memorise chunks of vocabulary and structures on daily basis which retrieval practice and Conti’s approach (we re-visit our Sentence Builders every lesson either via Quizlet  quizzes or in booklets) cover naturally so this is not something we need to incorporate into our lessons as it has always been there. Example of a retrieval practice task:  (template from Learning linguist) Present new material in small steps with students practice after each step.  In languages we always present new language using our Sentence Builders which introduces vocabulary in sentences rather then as individual items, so students know how to use them in the context and real life situations.  If we consider that students can remember only 5 pieces of information at a given time, then if we teach words in isolation that would mean they can only remember and recall 5 words, however if we teach them 5 sentences as per Conti approach then they can potentially remember and recall 15-25 words depending on the SB.  New language is always introduced gradually in small chunks and steps using extensive modelling with thorough practice of pronunciation and new structures until it is firmly embedded.    Example of a Sentence Builder: Ask a large number of questions and check the responses of all students: Questions help students practice new material and make connections between new and prior learning. I personally love using mini whiteboards as they provide me with an instant feedback and are also easily used with Conti’s E.P.I. approach, but to be honest since I have been looking into the Rosenshine’s Principles I have changed how and who I ask questions.  I started to use more and more of ‘cold calling’ – asking students not to put their hands up and choosing myself who to question to ensure every students’ understanding and progress is checked.  As teachers we are often quite tempted to pick the same students who are keen and always have their hand up and often forget about some of our less confident and quiet students. This technique does not only ensure the teacher checks understanding of all students but also addresses any gaps in students’ knowledge or misconceptions.  Provide models: Models and worked examples help students learn faster. The first phase of Conti’s E.P.I methodology is extensive modelling and awareness raising of new language using number of activities such as I say – you say, I start a word/sentence you finish, I utter sentences and students highlight what they hear, lots of modelling/dictations and translations using mini whiteboards etc.  More activities available in my previous post on Modelling phase using SB .  It is astounding how quickly students learn and how much progress and confidence they gain using this approach. I highly recommend it especially for reluctant language learners. Guide students practice; spend more time guiding students’ practice of new material. The next phase in the Conti approach which again nicely marries up with the Rosenshine’s Principles of Instruction is  Receptive Processing which allows students a lot of guided practice using variety of activities such as: Spot the error, spot the missing details, spot the difference, one pen one dice translation etc. I will talk about this phase in more detail in my next post but guided practice is at the centre of the second phase of the learning process. Example of some of the activities for Receptive Processing Check for students understanding: this can help students learn the new material with fewer errors. For this, I find using the mini whiteboards is great as I can instantly see what are my students getting right and what not (KS3 students love them and so do the older students). What are the most common spelling mistakes…  When we have progressed to Structured Production, specifically writing using a visualiser is a great way to give students feedback as well as show WAGOLLs and address any misconceptions. I tend to make notes of most common mistakes and misconceptions and provide a whole class feedback using my visualiser.   Obtain a high success rate: this is important for students to achieve. As mentioned in my previous post I teach in a comprehensive  secondary school with students from all social backgrounds, some of our students come from very poor and disadvantaged families and many come without the support and encouragement of their families; we also have a higher then average proportion of students with SEN and many of our students don’t have the opportunity to travel beyond the place they live. As a result of these barriers, languages and often even education are not of importance to them but the Conti style approach has been a game changer for us, it has made them more excited about learning a language, more open to it and gave them the confidence that they can do it.  This is the most important thing to me as an educator; the fact that my students are enjoying the process of learning and have the belief they can do it and that they are achieving! One of my year 7 students told me last week: ‘Frau Bastow, I thought I can’t do German, but now I know I can and you make it really easy!’  My year 9 (who are notoriously known to be a difficult year group as they are in the year when they are choosing their GCSE options) when asked which delivery style they prefer – text book or Conti were all united in their response – they love the Conti style. I absolutely loved hearing this and I am really happy because it makes sense and makes the process of learning a language accessible, enjoyable and students can see instant results.          Example of independent work after 4 weeks – year 9 mixed ability class Provide scaffolds for difficult tasks: this provides students with temporary support. Introduction of tasks is often scaffolded in language learning. This scaffold is then gradually withdrawn depending on classes and when students become more confident with the new language and structures. Below is an example of Gianfranco Conti’s Oral Scaffold adapted to German. Another example are structure strips that I have first seen in a CPD delivered by Wendi Adeniji two years ago. This great resource has been designed by my colleague Claire Dymond and supports the picture task. Require and monitor independent practice: Students need extensive, successful and independent practice for knowledge and skills to become automatic. We extensively practise in lessons all four language skills, but ultimately when it comes to learning another language it is the speaking skills that one would use the most when travelling or working abroad.  This is all covered in Conti’s fluency training phase at the end of a unit of work, i.e. the R and S in EARS. We would be hardly asked to write an essay when we visit another country, but we will be always required to speak it, and this is the skill I find our students struggle the most with; they are too scared to take risks, too worried they get things wrong, this is the skill in which they lack their confidence most. Whilst delivering the Conti style lessons and because we are extensively practising pronunciation and key structures, I am finding out that my students are more willing to read and speak aloud, they are not too worried about making mistakes and they are definitely motivated.  They are confident with the language that we are learning and they are more spontaneous using it, but as a linguist to reach the point of automacy in another language and become a fluent speaker can take years of practice and commitment.   An example of independent speaking practice Engage students in weekly and monthly review. Reviews of previous knowledge have always played a big part in language learning and acquisitions, being it your regular vocabulary tests or end of unit assessments. However, the word test and assessment often causes a lot of anxiety amongst the students and forces teachers to teach for an exam rather for  retention. Following our training on Rosenshine’s principles we have looked more closely at Retrieval Practice and low stake quizzes instead of using tests. We have incorporated low stake quizzes and variety of Retrieval Practice tasks into our weekly lessons as well as into the homework we set.  This way we still check that students are preparing for their lessons regularly as well as making sure homework has been consistently completed and screen shots of the results proudly uploaded to our SMHW and monitored.  Feedback  is also crucial whether it is immediate or delayed, however to avoid students learning mistakes, if mistake is made feedback must be given immediately to avoid incorrect learning. My talk on Rosenshine’s Principles in Languages Classroom for Association for the Language Learning – ALL. Starts at 39 mins. 👇

We – teachers spend a lot of our time planning and designing engaging resources for our students. However, the question I will pose is:  ‘What is the purpose of these resources?’  The foremost purpose for them is to be a teaching tool which should enable students to understand, process and remember the information/knowledge at hand clearly and easily. I have often spent a lot of time designing a resource – PowerPoint presentation or a worksheet – making it colourful, with beautiful fonts and pictures only to notice that quite a few of my students, especially the younger ones, would concentrate more on the cute/attractive pictures, animations or bitmojis than at the knowledge I wanted them to learn. The attention was not on the learning I was set up to deliver… My post will cause mixed feelings and possibly a controversy as so many of us love creating beautiful resources and we can spend hours creating them, however are they causing split-attention? Are they fulfilling their purpose? At the heart of learning is the imparting of knowledge from the working memory to long-term memory. This is crucial for our learners in terms of encoding, storage and retrieval. The information that we present, must be revisited and processed numerous times to ensure that clear connections are made between the old and new learning for it to be embedded into long-term memory.    As mentioned in my previous post on Rosenshines Principles , the presentation of new knowledge is important in creating a rich schema and dual coding can be one such method to support it. The  Seneca course on Dual coding designed by Oliver Caviglioli has made me think and reflect on how I design and present new knowledge to my learners.  The significance of dual coding has been recognised for years in fields of psychology and learning sciences, but has not been applied much in its earnest to teaching pedagogy until recently. What is dual coding? There are two channels into our working memory. One processes visual information (pictures, graphics, diagrams) and one processes verbal information (speaking, listening, reading, literacy).   In its most basic form it is combining words and imagery to facilitate learning. Due to the limited capacity of our working memory when processing and retaining information that has been delivered in written word(s), combining these with images ( parallel processing) allows for more working capacity and therefore reducing the cognitive load. One of the experts in the field of educational psychology – Paul Kirschner calls this method ‘double barrelled learning’. Through meta studies researchers such as Robert Marzano (2001) rated the average size effect of dual coding as 0.75 (0.4 being of significant impact on learning) and John Hattie as 0.57. So what are the benefits of dual coding? It can: Boost attention – graphics and imagery help to draw attention to the key message of verbal information whether it is written or spoken. Stimulates interest – especially for concepts that are abstract (in languages – Grammar – tenses, cases, genders, word groups etc.) thus helping students to visualise information rather than facing constant verbal input. Helps to manage cognitive load – does not split students attention – see my post on CLT for more information, helps with focus and allows for more efficient working memory capacity. Triggers retrieval of prior learning/knowledge – visuals boost the ‘retrieval strength’ and ‘retrieval storage’ and support the recall of prior knowledge. Creates schemas in working memory – organising information helps students build connected schemas in long-term memory – introducing visual and auditory stimuli simultaneously allows the brain to encode the knowledge and makes its transfer back to working memory easier in the future. When implementing dual coding successfully it is worth noting that there is a vast number of techniques that can be involved which are only as good as the intention, purpose and design of the teacher. Many of these techniques will take trial and error to gain the best results as a technique that works for one class may not work for another class. The key point to remember with this strategy is that for students to be able to implement it successfully it will need to be modelled by the teacher. This means having a bank of images (the Noun Project is great for this), visuals or templates for students to work from to build their understanding which they can use then themselves as a study tool. Important points to consider to use dual coding successfully: 1. Design – when designing your resource (PowerPoints or worksheets) structure, colour and imagery play a large role in the learning process. It is important that you consider how you present new information to your students.  Are your PPTs too cluttered? Are you using too many colours and fonts? Do you need to break steps down onto separate slides so that students concentrate on one idea at a time? Are there images that can support this modelled with pictures of your explanations?  Oliver Caviglioli recommends using no more then two fonts (sans serif and one serif), no less then 40 points, no colour text on top of colour background. It is also important to cut minimal margins, too-long columns and insufficient spacing. Making sure ideas are organised in chunks presented logically and sequentially (visually explicit), aligning elements – using grids to structure information like magazine/newspaper pages. 2. Repeat imagery – pick images and pictures that you choose to use repeatedly with students to help them build memory of vocabulary, task (i.e. the different Conti activities – image for sentence stealers, faulty echo, pyramid translation etc.) so students know instantly what the task requires them to do; concepts (such as Grammar) and processes (I use a picture of a burger to model perfect tense in German). This could be also useful for retrieval practice when students can create their own questions using imagery to practice retrieval during ‘Think Pair Share’. 3. Help students to organise their knowledge – though teaching the skills of pulling valuable information by creating summaries with images. In the language classroom this could support the oral practice – picture tasks/roleplays – when students have 12 minutes preparation time – so using images to remind them of the ideas/key points they would like to mention instead of writing lengthy written summaries.   4. Use dual coding to walk through processes – modelling a process such as word order when using subordinate or relative clauses with basic images or diagrams, adding annotations to break down larger concepts. Examples of Dual coding in languages: Knowledge organisers:  these were originally designed by @MrBCurrier in Spanish and then translated and adapted to different languages via collaboration of group of colleagues and shared with the languages community on social media (with all credits given).  Diagrams to show processes – for example when teaching different tenses – I have been drawing pictures of burgers and boots since I have started to teach 16 years ago, but I like the analogy of smashing a wall to re-build the verb forms in present tense and of a fortune cookie to demonstrate the construction of future tense (an idea posted by a colleague on Facebook last year – please let me know if it is you, so I can credit you) to model the process or for modelling the word order (WO) – this is always a challenge, especially in German.  I would not teach it now explicitly but as a ‘pop up’ Grammar once chunks and structures were introduced and practiced. Summaries for oral/written practice – using images to plan, re-write or summarise tasks (examples from my German writing support workbook adapted from the Spanish original by @MrBCurrier). I am very keen to trial this with my students once back in the classroom. Clarity of key terms/vocabulary  – using images/icons for key vocabulary – opinions, connectives, time phrases, subjects (people) etc. List of websites with icons that are free for commercial use: https://www.websiteplanet.com/blog/free-icons-for-commercial-use/ References: Dual coding with teachers by Oliver Caviglioli https://www.teachertoolkit.co.uk/2019/04/08/dual-coding/ The Teacher Tool Kit Classroom Instruction That Works by Robert Marzano Dual Coding in the Classroom by Blake Harvard Double-Barrelled Learning For Young & Old by Paul A. Kirschner senecalearning.com  text analysis template inspired by @MorganMfl Alicia Mangan – Ercall Wood Academy Teaching and Learning Journal #longtermmemory #cognitiveload #imagery #workingmemory #icons #schema #dualcoding

Languages open doors - whether it’s making new friends, traveling the world, or landing a dream job. But despite all the benefits, Modern Foreign Languages in the U.K. are struggling. Fewer students are choosing to study languages like German and French and schools and universities are facing tough decisions about whether to cut some of these languages and subjects entirely. So, what can we do about it? In this post, I’ll explore some hands-on strategies for teachers, subject leaders and educational organisations to keep languages alive. Whether you're fighting to keep German on the curriculum or looking for ways to reignite interest in French and Spanish, I hope that some of these ideas will help you make a compelling case for MFL. 1. Why Are MFL Entry Numbers Dropping? Before we dive into solutions, let’s take a quick look at why languages are losing ground: Students see languages as too difficult , so they opt for subjects that seem easier. Historically harsh grade boundaries , making it more difficult to get a high grade in MFL. Schools are cutting funding and curriculum time  for MFL. Brexit has reduced the focus on European languages . There aren’t enough opportunities to practise speaking with native speakers. Limited exposure to language use in real-world settings. Misconceptions about the necessity of language skills in future careers. Understanding these challenges can help us craft solutions that actually make a difference. 2. How Subject Leaders Can Fight to Keep MFL Alive As a subject leader, you’re on the frontline of defending MFL in your school. Here’s how you can keep languages relevant and make sure they don’t get cut. Get Students to Advocate for Languages Pupil voice matters!  Run surveys or discussions where students share why they enjoy learning languages. Use their words as evidence for why MFL is valuable. You might want to guide your students through these and keep the number of questions low to get the best outcomes, especially if you are intending to use them as evidence for SLT. Record student testimonials .  Get students to film short videos talking about why they love learning a language - these can / should be shared with senior leaders, parents and even governors. Showcase real-life applications.  Connect students with native speakers, organise cultural events, or set up a pen-pal exchange so they see the real-world impact of their language skills. To set up pen pal connections, consider using organisations like the British Council, Global School Alliance or relevant Facebook groups. Encourage past students to present at assemblies.  Let them share their experiences with language learning and how it has benefited them. Bring Parents on Board Collect parent testimonials.  Ask parents to share (via Parents voice) why they believe language learning is benefitting their child’s education and how they support it at home. Encourage them to discuss how learning a language has improved their child’s confidence, communication skills and how it will benefit their future opportunities. As with the 'Pupil Voice', keep the number of questions to 3-4 questions and use it as evidence for your case with SLT and governors. Run MFL info evenings.   Show parents and leaders why language learning is important for young people’s futures and how it can boost university applications and job prospects as well as school's ranking - EBacc scores, entry requirements for universities etc. Encourage language learning at home.  Provide parents with simple resources to practice languages with their children, even if they aren’t fluent themselves. Raise the Profile of MFL in School Organise language-themed events.   Think European Day of Languages celebrations, food-tasting events, Community Days, or language challenges to get the whole school involved. Run competitions and rewards schemes.  Whether it’s a spelling bee, a creative writing challenge, or a quiz, a little friendly competition can boost motivation adn add to the 'Voice' for languages. Subscribe to the Association for Language Learning (ALL) newsletter to stay informed about upcoming events and competitions. Make MFL visible.  Create a display board with student work, language facts and travel opportunities to keep MFL in the spotlight. Link MFL to cross-curricular projects.  Show students that languages connect to history, geography, business and more. We collaborate with the History department on a joint trip to Berlin, integrating language learning with the study of the Cold War and other key historical events. Host themed language weeks.  Celebrate different languages and cultures throughout the year to maintain engagement. 3. How to Persuade Senior Leaders to Keep MFL Your headteacher and senior leadership team (SLT) have tough decisions to make about budgets, resources and curriculum time. Including the above, here are some other ideas how you can convince them to prioritise MFL. Show the Bigger Picture Link languages to careers.   Highlight how multilingual skills are essential in industries like business, law, medicine and tourism. Talk about cognitive benefits.  Learning a language boosts memory, problem-solving, and creativity - all key skills employers value. Remind them of government priorities.  Language learning is a key part of the National Curriculum and universities favor students with language qualifications. Highlight international job opportunities.  Show data from businesses that actively seek bilingual employees. Share student success stories.  Show how former students benefited from learning languages in their education and careers. For German you can download a presentation on 'Why Learn German? ' from the www.britishgermanassociation.org here: ⬇️ Provide Practical Solutions Flexible timetabling.  Suggest alternative scheduling, such as lunchtime or after-school language clubs to maintain language learning of languages that might not have enough space on the timetable without affecting other subjects. Show how MFL supports literacy and oracy skills.  Make the case that language learning reinforces speaking, reading, writing and comprehension. Oracy is at the moment a big focus for Ofsted. Collaborate with other schools.   If your school is thinking of dropping a language, see if you can partner with another school to keep it going, especially when it comes to AS / A Level. Make a Formal Case to Governors Draft a letter outlining the risks and solutions.  Include evidence from student surveys, parent testimonials and career impact reports. Highlight student and parent support.  Present the feedback you’ve collected (from Pupil and Parent Voice) to show that the wider school community values MFL. Provide case studies of schools that successfully retained MFL.   Show real-world examples where proactive action saved language programs. Contact colleagues on relevant social media groups, such as - Facebook : Secondary MFL Matters , MFL Middle Leadership Matters , Teaching German or GILT ; Instagram: #mflinsta; X: #mfltwitterati; bluesky: #mflbluesky Propose trial programs .  If cutting a language is under discussion, suggest a pilot program to prove its viability before making permanent decisions. For example, propose a one-year 'Language Enrichment Program' where MFL is offered as an extracurricular club, an optional GCSE short course, or a collaboration with another local school to share teaching resources. Use student uptake, engagement levels and parent feedback to demonstrate the demand and impact of keeping the language on the curriculum. 4. How Teachers and Organisations Can Support MFL Growth Get the Community Involved Invite guest speakers .  Professionals, university students and native speakers can inspire students by showing them how languages are used in real life. David Binns from SANAKO UK delivers engaging assemblies for students and parents, highlighting the importance of languages, particularly their connection to STEM subjects and making a strong case for language learning. This can be especially impactful if your uptake is low and thus the language is in danger of being 'dropped' due to low numbers. Partner with local businesses.  See if companies that operate internationally can support language-learning initiatives. Professor René Koglbauer , once shared how he leveraged a local connection with a BMW Managing Director in the UK, who was very interested in German at his school, to boost uptake. She offered all students taking GCSE German the opportunity for an interview at BMW. Use social media to spread the message.  Share student success stories, interesting language facts and cultural content to keep MFL on people’s radar. Host international movie nights.  Introduce students to films and TV series in different languages to make learning engaging. Look for External Support Apply for funding and grants.   Organisations like the British Council, UK German Connections and Global School Alliance (Turing Scheme) offer financial support for language programs. Bring in language ambassadors.   Work with university students, volunteers, exchange students or your own (older) students to give your younger students more exposure to the language or native speakers. Organise international trips and exchanges.  Even a short trip to a country where the language is spoken can have a huge impact on student motivation. Encourage partnerships with local universities.  Higher education institutions often have resources and language programs that schools can tap into. Conclusion MFL is at a crossroads in U.K. education, but with the right approach, I believe, we can turn things around. By making languages relevant to students, building strong support from parents and the wider school community and presenting a strong case to senior leaders, we can keep MFL thriving. Every small action counts - whether it’s gathering student testimonials, organising a language event, or writing to governors. The future of MFL depends on us - passionate teachers, engaged students and a commitment to showing why learning languages matters. What strategies have worked for you in promoting MFL? Let’s keep the conversation going in the comments!

Being able to step into someone else’s classroom and see them teach is such a privilege. I always remind myself of this because teaching is personal and having someone observe you can be nerve-wracking. As a Subject Leader and Instructional Coach, my aim is to make sure that, when I observe my colleagues, the feedback is honest but kind , helping them grow while feeling supported . In this blog post, I want to focus on learning walks from the perspective of instructional coaching, which I have been applying in my practice for the past four years. Here is my approach to observing and coaching... 1. Doing the homework Before I step into a classroom, I make sure I know the context and thoroughly research the subject. This year, I am also coaching two colleagues who teach English and one who teaches Physics. If the teacher has been working on specific action steps, I review those so I can see how they are progressing. For example, if a teacher has been focusing on questioning techniques, I keep an eye out for that during the lesson. This helps me tailor my feedback and show that I am invested in their development. It is also good to think about what is unique to MFL if the lesson learning walk is subject specific. Are students using the target language? How is cultural knowledge being woven into the lesson? Being aware of these details makes feedback more relevant and practical. For example, I look at whether key vocabulary is displayed and whether students are encouraged to use it independently. I also consider whether the lesson showcases aspects of culture that help bring the language to life. 2. Announcing yourself I always make a point of greeting the teacher and the class when I walk in - just a simple “Good morning!” or “Guten Morgen” I believe, it sets a friendly tone and avoids that awkward moment when they realise someone’s watching. I don't like it when the observer just 'sneaks' in. If it is a virtual observation (Iris Connect or Swiwl), I let them know in advance when I will be logging in or reviewing recordings. Transparency makes a big difference in helping people feel at ease. In situations where time is tight like during drop ins, when I usually stay cca. 15-20 mins, even a quick smile or wave can help build a sense of trust and mutual respect . 3. Taking notes While observing, I make sure my notes are time-stamped, factual and non-judgmental . We use StepLab, where the notes are uploaded for the observed or coached colleague to review. I focus on key stages and moments in the lesson, without worrying about making the notes polished, as they are intended to be a reference for me later. At times, I use tools like seating plans or quick checklists to track participation or how tasks are being scaffolded. These tools help identify patterns and enable me to provide specific feedback . If I notice a recurring trend , such as certain students consistently not engaging, I bring it up for further discussion during the feedback session. However, instead of directly pointing out that these students aren't engaging, I prefer to start by asking about the students. I believe it is important for the teacher to reflect on why students may not be engaging and to consider what they can do to better engage them. Together , we can brainstorm strategies or ideas to improve engagement and motivation, as well as explore and recognise that there may be underlying reasons we might be unaware of. 4. Keeping feedback focused and positive When giving feedback, I start with praise to establish a positive culture . Praise is specific, timely and encourages teachers to think about why their choices were effective . For example: “Your use of sentence starters during the pair work was excellent - it gave students the confidence to speak more fluently in the target language.” “I noticed how you checked understanding using mini whiteboards. This allowed you to address misconceptions immediately, which helped keep everyone on track.” This not only boosts morale but also helps teachers identify their strengths and understand the impact of their actions. I follow up with an actionable focus for improvement . Action steps are clear, can be implemented immediately and are explicitly modeled if needed. For instance: Action step:   “After presenting new vocabulary, set aside time for students to use it in structured sentences. This will help them transfer their knowledge more successfully to similar tasks.” Success criterium:   “When practising, model how to build a sentence step-by-step, emphasising word order and agreement.” This ensures feedback is constructive and directly linked to student outcomes. 5. Probing and reflecting I find probing during feedback sessions invaluable for helping teachers reflect on their practice . I focus on identifying specific moments in the lesson and use questioning to explore the teacher’s choices and their impact . For example: “What led you to pair those students for the speaking activity? How do you think it worked?” “When you introduced the listening task, how did you decide what vocabulary you need to pre-teach? What impact do you think that had on student confidence?” “How do you feel the students responded to the written feedback you gave last week? Did they understand how to act on it?” These questions help teachers analyse their decisions, understand their gaps and consider how to refine their strategies moving forward . Probing isn’t about catching people out - it is about guiding them to think deeply about their practice and the impact on student learning . 6. Focusing on small action steps I am a big fan of small, manageable action steps that lead to big improvements over time . When giving feedback to an observed colleague, if I noticed that students were struggling with responding to feedback, I might ask, "How effective do you think the students' response to your feedback was? Is there anything you would change, and if so, what and how would you adapt it?" The goal is to get them thinking and help them come up with solutions , like setting aside 10-15 minutes for students to revise their work based on feedback. Breaking it down like this makes progress feel more doable. Sometimes small tweaks, like using mini whiteboards to check understanding or trying “I do, we do, you do” for modelling new grammar concept, can make a real difference. Little changes can add up over time. For ECTs, transitions between activities can be tricky, so my number 1 action step would be to teach and practise transition routines until they become second nature. It is all about making improvements feel manageable and achievable. 7. Face to Face For me, feedback works best face-to-face, ideally as soon as possible (If that's not feasible, the observation notes I take are invaluable for recalling the key elements of the lesson.). It is a chance to share examples, clarify points and have an open and meaningful discussion. Teachers often have valuable insights about how their lesson went and I want to make sure those are part of the conversation. Asking something like, “What do you think worked well with the speaking activity?” can be a great way to open the dialogue. I also find that sharing my own experiences of lessons that didn’t go as planned helps to normalise the idea that every teacher is on a journey of growth and learning. Observation isn’t a one-and-done process. At my school, observations and drop-ins are embedded within our instructional coaching programme, so I always follow up to see how my coachees are progressing with their action steps. When I notice improvement, I make sure to celebrate it; it is crucial to acknowledge the effort teachers are putting in and the strides they are making. Sometimes, I suggest peer observations as part of the process, particularly when I am mentoring an ECT or ITT student, but this isn’t exclusive to them. Watching a colleague in action can be incredibly inspiring and often sparks fresh ideas for your own teaching. Peer observations also help build a collaborative and supportive culture where everyone benefits from shared learning. I have seen teachers, including myself, adopt fantastic techniques simply by observing others in practice . 8. Tricky feedback conversations Sometimes, feedback conversations can become tricky for various reasons, such as negative past experiences, a lack of trust in the purpose of the observations, or a history of observations being tied to performance management . I had this experience in the past with a colleague who had previously encountered lesson observations used for performance management in their former school. As a result, they struggled to trust that this was not the case in their new setting. This led to initial defensiveness. How would I / do I approach such feedback conversations? If the discussion feels challenging, I remain focused on the facts , which is where having clear and detailed notes becomes invaluable. By staying factual, non-judgmental and solution-focused , I aim to keep the conversation constructive and centered on improvement . This approach helps prevent the discussion from becoming personal or emotionally charged , creating a space where reflection and growth can occur . To ensure the conversation stays productive, I encourage the teacher to reflect on their own observations and identify potential causes for disengagement (if this was the issue, for example): Understanding the classroom dynamics: I might ask the teacher, “What patterns have you noticed in the students who aren’t engaging? Are there specific times in the lesson when their participation drops?”  This can help identify whether there are any recurring issues related to the lesson structure, pacing, time of the day (after lunch / break, specific lesson) or classroom environment that could be affecting engagement. Scaffolding instruction: I encourage the teacher to explore if the task is appropriately challenging for all students. I might suggest, “Have you considered scaffolding the tasks to better match the students' learning levels or interests?”  This could involve providing extension tasks for more advanced students or offering additional support and scaffolding for those who need it. Building student relationships: Sometimes, disengagement can stem from a lack of connection between the teacher and students. I might propose strategies like, “Have you tried incorporating more one-on-one check-ins or building rapport with those students through informal conversations or small-group work?”  This can foster a sense of belonging and encourage more active participation. Interactive and engaging activities: I also suggest exploring more engaging lesson activities that encourage participation. For example, “What if we introduced more collaborative activities where students can work together to problem-solve or create something? This might encourage those who are less engaged to participate.” Utilising formative assessment: Another useful approach could be using formative assessments to gauge understanding throughout the lesson. I might say, “How about using quick formative assessments, like MWBs, exit tickets or quick polls, to get immediate feedback on how well students are grasping the material?”  This could highlight areas where students might be struggling, allowing the teacher to adjust in real time. Student voice: Encouraging student input is another strategy. I might ask, “Have you asked the students what they find tricky / difficult and how can you help them?”  Allowing students to voice their preferences or challenges can provide valuable insight and open up new ways to adapt teaching. Throughout this process, I emphasise the importance of reflective practice . I might say, “This is a chance for us to look at what might not be working and explore ways to improve it. The goal is not to criticise, but to collaborate on solutions that benefit the students and the teacher.” By keeping the conversation focused on problem-solving and providing concrete ideas for change , the teacher is empowered to take actionable steps to address the issue at hand. Conclusion Observing lessons is about more than just pointing out what is wrong. It is about supporting teachers to be the best they can be . In MFL, where the classroom can feel like a mix of grammar boot camp and cultural adventure, feedback needs to reflect the complexity and creativity of what we do . By preparing well, keeping feedback focused and celebrating progress, we can make observations, learning walks and drop ins a positive and empowering experience for everyone.

This blog post was written by Stefanie Green. About the author of the post: Stefanie has been a teacher of German, Spanish and French for the past 20 years. She is Head of German at Farlingaye High School in Suffolk and the Modern Languages Subject Lead for East SCITT. Stefanie works as a SCITT mentor and supports and coaches teachers of German in her role as German Expert Mentor, a scheme run by the Goethe Institut London. In 2016, Stefanie was awarded the German Teacher Award. When being interviewed for my current role, Subject Lead for MF L for EAST SCITT, a local training provider in Suffolk, I remember saying that I could not think of anything more exciting than making a contribution to training the MFL teachers of the future. I was certainly enthusiastic and I really wanted this job, but perhaps I was also a little naïve! I had worked with children and teenagers for 18 years, but as I celebrated my appointment, it dawned on me that at that point I actually knew very little about what it means to train, develop and mentor adults! Since working in that role, I have made hundreds of small mistakes, learned a lot and never changed my mind about wanting to do the job. This is in spite of many difficulties and challenges - some of which are undoubtedly beyond my control. Training teachers remains one of the areas of my work I feel most excited about (with apologies to my line managers - Wednesday break duty near the toilets is not one of them!). Alongside my Subject Lead role, I have also always worked as a mentor, because I enjoy the particular nature of that work. It is intellectually, mentally and emotionally challenging and extremely rewarding. EAST SCITT has a deliberate policy of working only with mentors who are practising teachers and this is a wise approach. The classroom, the behaviour of the children within it and the education system in which teachers work are, as we all know, subject to constant change. It is easy to forget the reality of teacher workload caused by the competing pressures of marking, planning and the management of resources and data, when no longer in the classroom. The UK government’s guidance on ‘addressing workload in initial teacher education’ issued in 2018 is an excellent place to start when considering how to manage the workload of the trainee teachers you mentor. Following a coaching model , at EAST SCITT, “mentors […] employ suitable mentoring approaches to suit individual trainee needs at particular points in their development including a dialogic approach and deliberate mentoring approach.” This means listening to trainees, observing carefully and without preconceptions and finding individual, creative and evidence-based solutions to problems specific to each trainee’s circumstances. There cannot be any tick lists - a flexible, dynamic approach is key! As you gradually guide the trainee teacher through the process of turning from c omplete novice to beginning expert , you will have to adapt alongside them and keep on top of change. Openness, transparency and kind, but direct communication are essential , when developing mutual trust between mentor and mentee . Sharing information about processes, such as your approach to creating the trainee’s timetable, expectations around punctuality and how and when you as a mentor can be contacted by the trainee are essential basics. At the end of each mentor meeting, it is useful to ask your mentee to summarise for you, in their own words what they have understood, as this ensures that misunderstandings are kept to a minimum . It also allows for a timely opportunity to discuss what could otherwise develop into unhelpful and unproductive conflict later. Additionally, the mentoring relationship requires the mentor to be highly self-aware and reflective at all times. This includes being aware of power imbalances inherent in the process and to actively put measures in place that address these in a constructive and positive way . This can be as simple, as ensuring that mentor and trainee teacher sit side by side during mentor meetings , rather than face to face. It means managing feedback sessions in such a way that they are not top down, but rather conducted through questioning and guided self-evaluation . This allows the trainee to take responsibility for their own actions and to have agency . Trainees can thus to assume the role of an active author , rather than that of a passive participant in a teacher training story written by someone else. Of similar importance is valuing the skills and experiences the trainee brings with them, both on a personal and professional level . After all, many trainee teachers are c areer-changers who find themselves in a new and unfamiliar environment. This can be unsettling, especially when an attempt at getting 32 year 9 students excited about the perfect tense on a Friday afternoon does not go according to plan! Recently, a trainee offered to run yoga sessions for staff, temporarily flipping the role of novice and expert (I realised what a yoga novice I was, when waking up with extremely sore muscles the next day!). There is another factor to consider here, which is specific to mentoring work in our subject area -  MFL. A large proportion of trainee teachers do not have personal experience of the UK education system . According to the Initial Teacher Training Census 2020/2021 only 66% of all trainee teachers of MFL who started training in 2020 were UK nationals , compared to 92% of all entrants. Post-Brexit immigration laws will have had an impact on figures, but the issue remains relevant. Many of the trainee teachers I work with completed their schooling abroad in education systems that look very different to the one in which they now train and will work and will not be able to draw on personal experiences . In addition, there are linguistic hurdles to consider, as trainee teachers will need to manage behaviour in English, a language that is not their first, or dominant language. This can quickly lead to cognitive overload. I am personally one of these teachers and have only just recently recovered from the culture shock sustained in 2003, when I turned up for my first PGCE seminar with Dr Boodhoo at the UEA. Let’s briefly return to the issue to workload, which is a major one ! According to the government’s own admission “high workload is one of the most commonly cited drivers for teachers leaving the profession and can be a disincentive for potential new teachers to join.” [i] Workload management should therefore never be an afterthought - it needs to be practically embedded. This includes being reflective and self-critical when it comes to the setting of targets . Setting SMART targets allows trainees to complete a clearly defined set of actions, rather than working towards some abstract and ultimately unachievable goal. Most trainees come to the training with extremely high expectations around the sort of teacher they want to be . In some cases, they put extreme pressure on themselves to be ‘perfect’ . In those cases, I would argue that it is the mentor’s role to build confidence to ensure trainees develop an attitude of doing the best possible work in challenging circumstances , in short, to value progress over perfection and to become, what Oliver Burkeman calls an ‘imperfectionist’ . Just so I am not misunderstood: Becoming an imperfectionist does not mean ‘dumbing down’ or thinking “That’ll do” - it’s about developing an honest and realistic idea of what is possible and to then go about relentlessly and enthusiastically doing what’s possible . Finally, mentoring is ultimately knowing when to intervene and when to take a step back . Like in all student-teacher relationships, you, as the teacher and exper t will want to make yourself redundant in your role as soon as possible . The focus of the mentor will naturally be on the trainee’s professional development and well-being , but what about the mentor? When mentors are under pressure , because a trainee struggles and needs a dditional support , because they demand more in terms of time and attention than the mento r is reasonably able to give , because the pressures of their other teaching commitments take their toll, it is important to remember that mentors need to look after their own well-being too . This will involve the setting of boundaries . Before take-off, plane passengers are also reminded that in an emergency they should fit their own oxygen mask first before helping others. This is excellent advice for mentors too. You need to be fighting fit to fulfil your role! With thanks to Mena, Jasmin, Isabel, Shannon, Céline, Judit, Zeynep, Mariella, Henning, Nina, Sila, Jale, Johanna, Victoria, Nicholas, Hendrijke, Eva, Luisa, Laura, Fionn, Marcus, Maya, Maike, Oona, Fabienne, Nadine, Katharina, Lisa-Marie, Lena, Anna, Bastian, Joshua and Amalija for teaching me so much of what I know about mentoring. Further reading: https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework https://www.eastscitt.co.uk/ [i]   https://www.gov.uk/government/publications/addressing-workload-in-initial-teacher-education-ite . Accessed: January 2025

Mock exams are a key moment for Year 11 students, giving us a clear picture of how they are doing and where they need to improve . For languages, with their mix of skills and exam tasks, these results can be especially revealing. In this blog, I will look at how I use the feedback from mocks to help my students make real progress . I will break it down into understanding the issues, analysing the results, putting together a solid plan and using strategies that have proven to work in my practice. Understanding the problem Mock exams give us loads of useful information about what our students are doing well and where they are struggling, but the first step is to put their performance into context . Engagement with the Curriculum : Are students familiar with key grammatical structures and vocabulary? ( Some students may have missed learning time due to various reasons, become disengaged or joined the school or class later than their peers.) Exam techniques : Do students get what the questions are asking, like how to break down instructions or handle tasks with multiple steps? ( Students often rush, overlook important information or keywords or misread the question.) Confidence levels : Are students struggling in certain areas because they are not confident or haven’t prepared enough? ( Students often struggle when they haven't practised enough or haven't organised their preparation effectively.) Analysing Mock outcomes Effective analysis for me starts with Question Level Analysis (QLA) . Break down scores by component : Identifying how students performed in listening, reading, speaking and writing. (If you use Edexcel, their ResultsPlus platform offers a feature called the 'Mock Analysis Service' to assist you with this.) Drill down into sub-skills : For example, did students struggle with inferencing in reading, identifying key details in listening or conjugating verbs/ word order / tenses in writing? Identify patterns : Are there recurring issues across the cohort, such as poor spelling of common vocabulary or misuse of word order in subordinate clauses? Understand individual needs : Pairing the QLA with qualitative feedback. For instance, were errors due to misinterpretation, vocabulary gaps, transfer of the knowledge (i.e. tenses) or time management? Example of a Question Level Analysis Template - adapted from a template created by Natalie Boniface Action Planning Once you have pinpointed key issues, a focused weekly action pla n can guide targeted intervention. 1. Diagnostic Feedback and Goal Setting Conduct a feedback  session, sharing QLA insights with students or even better get students complete their own QLA as well so they are a part of the process too - provide them with a template and a markscheme and let them have a look how they did in individual questions. There is a great template created by Natalie Boniface for AQA 2024 paper, she shared on Facebook, link here: QLA With her permission, I have adapted her template for Edexcel 2024, you can download it from here: KS4 Listening & Reading Help them set SMART  (Specific, Measurable, Achievable, Relevant, Time-bound) goals for improvement. Assign specific  revision tasks based on weaknesses. 2. Listening and Reading Skills Development Practise listening to authentic audio at different speeds. Focus on identifying keywords and context clues. Other examples of activities I do, are in the plan below. Use past paper reading texts to explore strategies for scanning, skimming and inferring meaning. 3. Speaking Practice Schedule regular one-to-one speaking sessions to rehearse exam-style questions. I run targeted intervention sessions every Wednesday morning from 8:00 to 8:30, where I invite 4-5 students to focus on speaking skills. These sessions are scheduled on a rotating basis, with one group of targeted students attending for 3-4 weeks, followed by another group in the next cycle. With a class of 30 students, this approach allows me to provide much-needed 1:1 support for each student. Focus on spontaneity and improving fluency by building banks of "go-to" phrases. Address pronunciation and intonation issues. 4. Writing Skills and Grammar Dedicate sessions to mastering key tenses and complex structures like subordinate clauses. Use model answers to dissect how high-scoring responses are constructed. Practise writing under timed conditions, focusing on accurate application of feedback. 5. Exam Technique Teach strategies for tackling tricky rubrics or multi-part questions. Conduct mini-mocks with timed conditions to build stamina and resilience. Focus on areas where marks are often lost that could have been easily avoided, such as spelling errors or misunderstanding task instructions, i.e. not selecting 3/4/5 options etc. Please, note these are just some examples and can be mixed, combined and blended as per the timetable suggestion below and as per your students' needs. Example of a 'Weekly Action Plan' For a more targeted approach that tailors strategies to the specific needs of individual students, you might consider creating a Raising Attainment Plan for the class, similar to the one we use in my academy.👇 Example of a 'Raising Attainment Plan' for a class Strategies for Sustained Progress Personalised Learning : Tailor activities to individual needs, such as scaffolded worksheets/sentence structures/sentence starters/super phrases, vocabulary lists or grammar drills. Collaborative Learning : Encourage peer support in small groups to reinforce skills, I often use this during speaking practice where I pair or group students together - using my 'round table' approach. For more information read my post on Preparing students for their GCSE speaking exam Repetition and Retrieval Practice : Use techniques like flashcards - my students really like the physical ones and I have been using them with my students successfuly for a numebr of years, low-stakes quizzes or apps to regularly revisit key vocabulary and grammar. Parental Engagement : Share strategies with parents to support learning at home, such as listening to playlists, podcasts or series like 'Easy German'. This has been helpful for my students as their limited exposure to the target language outside the classroom often makes it challenging for them to "hear" words in fluent, extended speech. Celebrate Milestones and Build Self-Belief : Highlight improvements to maintain motivation, whether through verbal praise, certificates or showcasing strong work. In my teaching, it is super important to show my students that I believe in them. I always tell them we aim high - even if their target is a 3 or 4, I will tell them, “We are going for a 5 or more!” I make sure they know I am with them every step of the way: 'I have got this, and so do they!' Monitoring and Review Weekly Departmental Meetings : Review progress against action plan and adapt strategies as needed during weekly departmental meeting or briefing (we have them weekly but adapt if you have them bi-weekly). Student Progress Tracking : Maintain records of student performance in interventions and assessments. Final Review Post-Mini Mock : Evaluate impact of interventions and continue or plan any final adjustments before exams for Spring B and Summer A. Expected Impact Short-Term:  Improved student engagement, confidence and understanding of their weaknesses. Medium-Term:  Measurable progress in mock re-sits and weekly mini assessments (formative or summative). Long-Term:  Higher GCSE outcomes, with students achieving or exceeding their predicted grades or attainment targets. By creating a structured plan with clear roles and realistic timescales, this approach has always ensured a coordinated effort to raise achievement in MFL, helping my students succeed. Conclusion After the mocks is a key time to refocus and step up preparation for the final exams. By looking closely at mock results, making a clear action plan and using specific strategies, students can make real improvements in their MFL GCSE. For me, this approach tackles immediate issues while also building the confidence and skills my students need to succeed. 💡What strategies have worked well for your students post-mocks? Share your experiences and ideas in the comments below! I would love to learn from YOU!💡 FREE template:

What is ‘retrieval practice’? Is it just the newest trend in education or is there more to it? On social media you have probably seen a lot of people recently talking and commenting on ‘retrieval practice’. To understand what retrieval practice is all about, first we need to understand how we learn and how our memory works. Kirschner, Sweller and Clark are often quoted for defining the learning process as a change in long-term memory, ‘if nothing has been changed nothing has been learnt’. How learning happens (diagram by Oliver Caviglioli) Environment affecting learning    Embedding into long term memory-   Recall of new learning              if not revised or used learning gets forgotten .             Environment – classroom learning environment – teachers need to ensure high levels of focus, concentration and attention from students – study habits – keeping it simple to avoid cognitive overload. Working Memory – cognitive system with limited capacity – only about 5 chunks – can hold information only temporarily (18-30 seconds) – information processing in working (short-term) memory is necessary for storage in long-term memory – cognitive overload leads to information loss – small steps are essential – builds on prior knowledge. Long-Term Memory – classified as a vast store of knowledge with unlimited capacity – holds information in schemas and from where we can retrieve information back to working memory when needed – includes prior knowledge and experiences. Retrieval/Recall/Remembering To understand the importance of retrieval we need to have a look at Ebbinghaus Forgetting Curve: Through his research Ebbinghaus concluded that the rate in which our memory decays depends on the time that has elapsed following our learning experience as well as on how strong our memory is. Some degree of memory decay is inevitable, but as educators, how do we reduce the scope of this loss?             Retrieval practice could certainly be the answer to it. There have been many studies and books published on the topic of retrieval in the past, but also fairly recently. If you want to have a deeper look into this topic you could look at the research study conducted by Roediger and Karpicke , Dulonsky’s ‘Strengthening the Student Toolbox or read the book ‘Retrieval Practice’ by Kate Jones (click on the picture). Her new book ‘Retrieval Practice 2’ is coming out soon. In her book Kate Jones defines ‘Retrieval practice’ as ‘The act of recalling learned information from memory (with little or no support) and every time that information is retrieved, or an answer is generated, it changes the original memory to make it STRONGER ! She talks about ‘Retrieval storage’ referring to how well information is embedded in the long-term memory and about ‘Retrieval strength’ which refers to how easily information can be recalled in short-term memory when/if needed. So what are the benefits of ‘Retrieval practice’? (Kate Jones) Retrieval practice aids later retention – ‘every time you retrieve a memory it becomes deeper, stronger and easier to access in future’ Testing identifies gaps in knowledge – shows students what they know (can recall from memory) and what they don’t know Testing causes students to learn more from the next learning episode – studying after test will be more productive and effective Testing produces better organisation of knowledge – helps students to connect and structure knowledge Testing improves transfer of knowledge to new contexts – making links between new and existing knowledge is  a central aspect of learning Testing facilitates retrieval of material that wasn’t tested Testing improves metacognition – involves self-monitoring and links with point number 2 Testing prevents interference from previous material when learning new content – refers to the act of using a test to prevent proactive interference, which can occur when content is studied in succession. Testing provides valuable feedback to teachers – test outcome is a reason to have a flexible lesson plan Frequent testing encourages students to study more – students know a regular retrieval will take a place every lesson and can prepare for it Tom Sherrington published really good guidance in the form of  Retrieval Practice Principles which lays out various alternative methods of reviewing students’ knowledge and understanding. For more information look here . Languages Classroom However, I would like to have a look at how we can use retrieval practice in Languages classroom and how we have implemented it in our department at our school. I will also provide some examples of Retrieval Practice tasks in Languages classroom that we use. I think it is a fair comment to say that in the languages classroom we have always used some form of retrieval. All language teachers know how important the recall of previous learning is and this has been our practice for years even if it was just in the form of routine vocabulary tests.  Language lessons follow on each other and require students to learn and memorise chunks of vocabulary and structures on a daily basis which retrieval practice covers naturally so this is not something we need to additionally incorporate into our lessons as it has always been there in some kind of shape or form. However, we can always improve on how we conduct retrieval and on the tasks we use. Researching ‘retrieval practice’ has made me pause and think: Does it not get boring doing the same type of vocabulary tests over and over again usually testing only what was taught the previous lesson? Same format every lesson? Waiting to test the knowledge of one entire unit at the end of the unit in an end of unit test?  We have often noticed that students do fairly well in their end of unit test but not so well in their end of year test! The reason being we have not revised/retrieved all knowledge consistently throughout the year which is often the problem with GCSE exams! Students end up ‘cramming’ revision just before their exams! Schools start intensive ‘intervention’ programmes (often after school) in year 11!!! Regular retrieval should take place from the moment students start to study the subject in order to secure the highest possible retention. We all strive to motivate our students to keep them interested and engaged, to ensure they progress and learn, but we are also busy and do not want to add to our massive work load even more! Well, investing some time into planning our retrieval tasks will pay off in the long term. In our department we have decided to share the work load. We have looked at what types of tasks we would like to use – we were convinced that varying the ‘diet’ is important to keep the interest going and we came up with the ideas you can see below, all which are now an integral part in our lessons – each lesson will start with some type of retrieval practice across all year groups – it is not just about year 11 revision!! Using our Sentence Builders (E.P.I. methodology by Gianfranco Conti) I have created cards based on our SB on Quizlet – for an example of my Quizlet cards, click here . This is one form of our retrieval quizzing. Other great tools that can be explored are Quizzes , Plickers , Learning Apps  , Flippity or Google forms.  Flippity examples – flashcards + randomizer (click on the pictures) We also use Retrieval Roulette (see resources page) that I have seen mentioned on Twitter and I have adapted it to suit our subject. The beauty of it is that it generates a new quiz every time you press the F9 key – all you need to do is type in your questions and answers. The games question grid generator is from www.mrallsophistory.com, based on an idea by Jonny Hemphill and developed from a spreadsheet by Adam Boxer . Here are some other examples of tasks  inspired by Kate Jones (some templates collated by  learninglinguist .co.uk and other various posts on social media – if I haven’t mentioned you, please let me know and I will edit) that we use: It is essential that your tasks include not just knowledge from the last lesson, but also knowledge from previous week, month or unit to ensure  interleaving . It is also useful to have prepared possible answers for quick checking on students part. I spend around 10 minutes on retrieval, but there might be a time when I want to spend more time on it (usually before summative assessment is due) – a half of my lesson or even a full lesson, so I make sure I plan this into my lesson sequence. As Kate quotes in her book, retrieval practice should be regarded as a learning strategy , that should be used throughout the academic year not just as simply a revision strategy. It should include  interleaving (mixing and combining multiple topics and concepts to improve learning) and spaced practice (spreading out revision over period of time) – the most effective revision strategy as suppose to  mass practice (cramming just before an exam). Final words – to make sure our  GCSE students are optimally prepared for their exams I support them by helping them plan their revision as some students are not so great at organising themselves. At the start of the academic year I give students a week by week timetable of what they need to revise each week interleaving all their GCSE topics in manageable sections. This timetable is signed by the parents (I believe involving parents in the process is invaluable) and checked by the classroom teacher every week. I also discuss with my students what effective revision strategies look like and how to study. I will provide more information and examples of this practice in another post.  I hope you find some of these ideas of use for your own practice and your feedback is always welcome. For more on RP, you can watch my webinar on Embedding Retrieval Practice in Languages Classroom which I have presented for the Association for Language Learning – ALL.                                                                                        👇 #longtermmemory #interleaving #theforgettingcurve #flippity #languagesclassroom #metacognition #masspractice #workingmemory #plickers #retrievalroulette #RetrievalPractice #Quizlet #spacedpractice

In September, my department started to implement a brand new methodology of lessons delivery based on Dr Gianfranco Conti’s approach of ‘Extensive Processing Instruction’ ( The Language Gym Blog ).  On this post I would like to write about how I introduce a new Sentence Builder (SB) to my students, specifically the modelling phase. I am still in process of learning and by no means an expert! I personally plan and teach a sequence of lessons instead of individual lessons as it gives me the opportunity to go through various stages of E.P.I at a natural pace, it also allows me to adapt my delivery to the needs of my students and I don’t feel rushed to cover the content in a specific time frame. Our Sentence Builders and resources are loosely based on the Stimmt text books. I introduce the SB on my whiteboard and students have their own paper copies in a work booklet; that has all of the tasks available and it also compliments my main PowerPoint; to cut down on time wasted on photocopying, cutting and gluing.  At the modelling stage, when I initially introduce the SB I ask my students to highlight any vocabulary they have seen before first, once students completed this task – in silence, we annotate our SBs for pronunciation. As I teach German and my students often struggle with the pronunciation and spelling of the ‘ei’ and ‘ie’ sounds especially, I ask them to put a dot under the second vowel as that’s the vowel they would pronounce, underline the ‘e’ at the end of the word because that would be pronounced in German (it is not a silent sound like in English), double underline double consonants etc. Students find this really helpful and this method makes them more confident and willing to pronounce vocabulary they have not yet encountered. If the SB is quite complex, I often take 2-3 lessons to get through the different sections to avoid cognitive overload.  In this year 9 SB, I have introduced the future tense sentences in the third lesson, so I have spent 2 lessons practising the past tense firstly with the auxiliary verb ‘haben’ and then ‘sein’ as I felt my year 9 almost forgotten their past tense after the ‘Lockdown’. As a class we do a lot of choral repetition with extensive focus on pronunciation as I want to ensure my students sound as ‘German’ as possible. Some of the activities we use are: I say – you say, I start a word/sentence you finish, I utter sentences and students highlight what they hear, lots of modelling/dictations and translations using mini whiteboards (I absolutely love these and so do the students – the biggest benefit being the fact that I can see instantly what they know and what they struggle with) from German to English and vice versa. This often creates a fierce competition amongst the students and they love getting awarded with a scratch card (I have designed these myself) or an ERA point. The lesson is also  very high pace and rather demanding on teacher as well as students, but I personally like this. There is no time for disruption and time wasting. These are the examples of some other activities, that I use at this stage: Spot the mistake – I read sentences and make a mistake on purpose, students tap their pens when they hear the mistake. Break the flow (example in a booklet – see resources section) – I also ask the students to re-write the sentences with correct punctuation and apply capital letters where appropriate. Delayed dictation (on mini whiteboards) – when we are at the stage where students have to remember 2-3 sentences I allow them to see the sentences again and once they have disappeared they can apply any corrections they have missed. One pen One dice copying – during the Pandemic I have been using the digital dice which works really well – I use the dice from Tekhnologic . Sentence stealer – another great Gianfranco Coni idea – instructions how to play this game are on the slide. Find your match Paired dictation – students have two different texts – one full and one gapped text. Students work in pairs dictating the texts to each other and filling in the gaps on their sheet. Listening pyramids – fantastic idea I have first seen shared by Marie Massè on Twitter. Die Schiffe versenken (Battle ships)  Ping-Pong translations – can be played with a dice as well. To ensure students follow up on what we have been learning in the lessons, I have designed Quizlet flash cards for them based on my SBs and also incorporated into all of our lessons Retrieval practice based on fantastic book by Kate Jones .  Final thoughts I teach in a comprehensive  secondary school with students from all of the social backgrounds, some of our students come from a very poor and disadvantaged families, we also have a higher then average proportion of students with SEN and many of our students don’t have the opportunity to travel so as a result languages might not be of importance to them, but this new approach has made them more excited about learning a language and definitely more open to it. What is the most important thing to me as an educator, is the fact that my students are enjoying the process of learning and have the belief they can do it. One of my year 7 students told me this week: ‘Frau Bastow, I thought I can’t do German, but now I know I can and you make it really easy!’  I absolutely loved hearing this and I am really happy, I have discovered the ‘Conti’ approach because it makes sense and makes the process of learning a language accessible, enjoyable and students can see instant results.  Homework has also been consistently completed and screen shots of the results proudly uploaded to our SMHW.                                                                                        #ListeningPyramids #RosenshinesPrinciplesofInstruction #SentenceBuilders #sequence #Masterclasses #Modelling #GianfrancoConti #RetrievalPractice #Quizlet #EPI