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This blog post was written by Klaudia Schwenk. About the author of the post: Klaudia Schwenk is a graduate of the University of Duisburg-Essen with a Masters in German, English Literature and Political Sciences, trained for her teaching qualification at King Edward's Consortium in Birmingham. Initially with a background in publishing and bookselling, she now has over ten years teaching experience (Primary and now Secondary again) and is Head of German at an International School in German. At the same time she continues teaching German as a First, Second and Foreign Language. She has a keen interest in Second Language Acquisition, the teaching of literature, the development of writing skills and most recently the use of AI in teaching. She has spoken at ResearchEd Deutschland in 2023. Her first encounter with E.P.I. 3 years ago had a profound effect on her approach to teaching German as a foreign and second language. Introduction In my teaching experience of German as a Foreign Language , teaching listening skills was not high on my agenda. Although it was emphasised during my training that all four language skills should be incorporated in lessons, my focus was primarily on the complexities of the German language and the struggles my students faced with it. I viewed language learning primarily through the lens of grammar and vocabulary, giving the skill of listening much less attention. My approach to teaching listening was conventional - assigning tasks such as "Listen and answer the following questions." While some students excelled in this format , others clearly dreaded these top-down listening exercises often making every attempt not to participate. Foreign Language Listening Anxiety As I explored this further, I became increasingly interested in the barriers to learning associated with anxiety or more specifically foreign language anxiety and of course how I, as a teacher, could help alleviate these issues. This eventually led me to consider the concept of "Foreign Language Listening Anxiety," as discussed in Harumi Kimura's article in the International Journal of Listening (2016) . Kimura's study highlights how L2 listening anxiety is specific to second language contexts and is influenced by performance and self-focus concerns . The former are concerns related to students' worries about the listening task itself. They fear that they will not understand what is being said and therefore will not be able to respond correctly when questioned. The latter relates to students' worries about how they might appear to others , especially if they are unable to respond appropriately to the listening task. One of the most important aspects causing this anxiety is the fleeting nature of language. The traditional model of listening tasks in textbooks is typically a top-down listening exercise. In other words, students are confronted with a longer text, most of which is incomprehensible input. The task then tends to be something along the lines of: What is the text about (extract the gist)? Which of the following words (...) did you hear? Are the following statements true or false? While there is a clear place for this type of exercise, this type of top-down processing can be very intimidating for beginners . Learning a language when it is one's mother tongue is a biologically primary skill , and students would have experienced themselves as competent users of (their) language. However, learning a second (or third) language is biologically secondary and the feeling of competence (a prerequisite for both self-efficacy and motivation) can be undermined. Extensive Processing Instruction (EPI) Approach As mentioned above, I had often observed pupils feeling uncomfortable , especially when listening and/or speaking tasks were involved. There were always those pupils who had the confidence to cope with whatever was thrown at them, but there was also a significant enough group who clearly did not cope as well and therefore made very slow progress, often expressing their dislike of learning German. During the lockdown, I became very interested in the EPI (Extensive Processing Instruction) approach. This is an approach that Dr. Gianfranco Conti has developed and promoted. In contrast to traditional listening exercises, Dr. Conti introduces the concept of Listening as Modelling (LAM) at the start of a teaching sequence, which emphasises a bottom-up approach to language learning when first beginning to teach a L2 . Implementing this approach with a group of learners over two years, I not only witnessed a significant improvement in their ability to comprehend lengthy listening texts but also in their apparent confidence levels . Despite not understanding every word, the students felt relaxed and comfortable during the process as they explained during a number of feedback sessions. Specific Activities and Results To give a few examples of how this approach is applied in the classroom: at the start of every new teaching sequence, we very often "play" an activity called " Faulty Echo " as devised by Dr. Conti. In this activity students see a number of phrases or short sentences. After ensuring that the meaning is clear and thus comprehensible input is provided , the students then focus solely on the sounds of the target language. Firstly, my thumb will go up and the pupils will hear the correct version from me. Secondly, my thumb will go down and I will make a deliberate pronunciation error, often making use of pronunciation errors my pupils will typically make. The students will either write down the word where the error occurred and underline the sound in question on a Mini Whiteboard and on a call of 1, 2, 3, show me, hold up their board. Alternatively, they have the text in front of them and underline where the error occurred. My students are very used to this procedure and are beginning to try and predict where I'll be making the mistake. Example of the activity (K.Schwenk) Another popular activity with my students is "Last Person Standing" (originally "Last Man Standing" but my students pointed out that this is not inclusive - I read this on X/Twitter but can unfortunately not recall who first suggested this.). Again, a series of sentences are projected onto the board. Students receive one of them on a strip of paper. I will then proceed to read the sentences one by one. If this is their sentence, the student who has it sits down. The last person still standing has won. So, again the focus is on listening intently to the sounds of the target language . For a huge variety of other activities, I cannot recommend the book "Breaking the Sound Barrier" by Dr. Conti and Steve Smith highly enough. Example of the activity (K.Schwenk) Broader Implications and Strategies As mentioned before, in Extensive Processing Instruction, LAM (Listening as Modelling) is considered a crucial component of successful second language instruction. It typically stands at the beginning of a new teaching sequence and lets learners get accustomed to the sounds of the foreign language. Horwitz et al. (1986) identified this as a highly stressful situation as perceived by beginner learners: “ Anxious language learners (...) complain of difficulties discriminating the sounds and structures of a target language message. " (Horwitz et al., 1986). According to a study by Lana Bede (2011 ), citing Horwitz et al. (1986), foreign language listening anxiety is a prevalent issue in language classrooms , second only to speaking anxiety . One of the most important aspects causing this anxiety is the fleeting nature of speech . The traditional model of listening tasks in textbooks is typically a top-down listening exercise. In other words: students are presented with a longer text where more often than not the majority of the text is incomprehensible input . The task then tends to be something along the lines of: what is the text about (extract the gist of it)? Which of the following words (...) did you hear? Are the following statements true or false? Whilst there is a clear place for this type of exercise, for novice learners this type of top-down processing can be very intimidating. Similarly, if we look at the requirements for an exam such as IGCSE (which our students will eventually take), the listening skills that students are expected to have are: to be able to 'identify the main points, themes, opinions and attitudes in simple texts' (Cambridge IGCSETM syllabus for German 0525). There is a clear expectation that students will listen to a longer text or dialogue with potentially a significant amount of unfamiliar language, and infer meaning from context . Bearing in mind that this is a listening (not a reading!) requirement, it is clear that a great deal is being demanded of students' working memory, while the information that comes to them is quickly drowned out by the next piece of information. By acknowledging the unique challenges of listening comprehension, educators are better positioned to develop strategies that not only enhance listening skills but also address the root causes of anxiety. Strategies   may include: increased  exposure to a wide range of listening materials focused exercises on sound discrimination , and  promoting  a learning environment that encourages mistakes  as part of the learning process. Such approaches aim to build learners' confidence  in their listening abilities, thereby reducing anxiety and creating a more conducive  atmosphere for language acquisition. This perspective aligns with the broader understanding that language learning anxiety  can significantly impact learners' success . By tackling listening anxiety head-on,  through methods such as LAM, educators can play a crucial role in lowering the barriers  to language learning. This not only aids in improving linguistic proficiency but also enhances learners' overall experience and motivation in learning a new language. Conclusion on the Effectiveness of EPI and LAM Both my own and my colleagues' observations of the impact of an EPI-informed curriculum have led me to believe that the LAM approach significantly reduces L2 listening anxiet y. The playful nature of many of the activities, with a high success rate for students, increases their confidence and belief in their competence to learn a foreign language. It allows them to familiarise themselves with the unfamiliar sounds of the target language (in our case, German) before tackling longer texts, which actually contain a greater proportion of potentially unfamiliar language. This shift in teaching methodology has shown promising results in improving students' listening skills and overall language learning experience, as confirmed by a survey conducted in our German department. Students self-reported that they felt much more confident in tackling listening tasks or simply listening to their teacher using the target language after being taught an EPI-informed scheme of work over the course of one to two years. Exams are part of a student's life at school or university and will cause stress. Similarly, when students find themselves in a situation where their foreign language skills are required in a real-life communication situation, the stress this causes may be unavoidable, but we as teachers have many tools at our disposal to alleviate the worst excesses of this anxiety and allow our learners to feel competent. Further reading: Bede, Lana. " Foreign Language Listening Anxiety: The Relationship between Listening Anxiety and Success in Learning English as a Foreign Language ." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2011. Conti, Gianfranco, and Steve Smith. Breaking the Sound Barrier: Teaching Language Learners How to Listen . 2019. Horwitz, Elaine K., Michael B. Horwitz, and Joann Cope. " Foreign Language Classroom Anxiety ." The Modern Language Journal , vol. 70, no. 2, Summer 1986, pp. 125-132. Kumura, Harumi. " Foreign Language Listening Anxiety: A Self-Presentational View ." International Journal of Listening , vol. 31, 2017, pp. 142-162.

This blog post was written by Marie Massé FCCT. About the author of the post: Marie Massé - With 15 years of experience as a teacher, Marie has previously been Head of Faculty in Wiltshire, then Subject Leader for French and Trust Leader for MFL for the Danes Educational Trust in Hertfordshire. She’s an SLE for Hertfordshire and Buckinghamshire and a Fellow member of the Chartered College of Teaching. Passionate about mentoring and coaching, she is now a consultant for MFL in secondary schools and studying to become a Chartered Teacher Mentor. Introduction 17 years ago, at this time of the year, I was waiting impatiently to receive the details of my school in Manchester where I was going to be an FLA the following academic year. 17 years ago, that was yesterday, right? Right now, there are numerous prospective FLAs around the world, beyond excited to hear back from their school and planning their new life abroad. They are full of inspiration, hope, ideas and are probably spending a lot of time daydreaming about what it will be like. It is a big deal. A life-changing experience that will help them not only discover a new place and culture, but they will teach them so much about themselves, their own country and culture. Little do they know that they are about to land in a busy workplace where lunch is eaten on the go or at the desk, spent planning, setting up for lessons, responding to emails, marking, being on duty somewhere… and there is little time to interact with each other. Suddenly, we are throwing lots of new words, concepts, and acronyms at them, referring to exam spec, materials, and criteria etc … while coming up with last minute ideas for them to do because we forgot they are in our lesson today.  By the time they arrive at the end of September, departments are overwhelmed with how busy it gets at the start of the year between exam debrief meetings and planning for European day of Languages. If only FLAs could get on board autonomously, magically! Then, by the time they have become experts in all things GCSE, A-Level, AQA, KS4, SEN and all other acronyms, it is time to say goodbye and get ready for the next batch. Well then, how can we support them while preparing them to be autonomous in such a busy workplace? Are we even making effective use of our FLAs?   1.      Before they arrive: Plan, share and set expectations. When I arrived in Manchester, I was able to stay with my Head of Languages, Claire, as they had a spare room. She had told me I could stay for a month and helped me settle, get to know the city, open a bank account, register for a National Insurance Number at the Job Centre, and visit places to rent. That made a massive difference for me as I only focused on getting there for the end of September and I did not worry about anything else. I felt safe being a part of her family for a couple of weeks and then rented my own place. It also meant that we got to know each other at home a few days before I started, and while work was a very busy place. She introduced me to Strictly Come Dancing and curries, she showed me the city and we drove to work together. She was my “mum” in England, and I felt safe knowing she had my back. If you don’t have a spare room to offer, you may ask the staff in school if anyone has a spare room or knows of anyone… even temporarily. I really think that the FLA does not have to be a HOF or SL responsibility. Someone else in the department may be thrilled at the idea of looking after a newbie. This could be a steppingstone to mentoring trainees or an annual responsibility. If there is no possibility for them to stay with you or a colleague, you may offer them some ideas when you first contact them. Send them a list of websites and recommendations to start their research. If you are hosting multiple FLAs or know of other local or partner schools hosting FLAs, it’s a good idea to put them in contact and suggest they share accommodation. Make it easy for them, it’s hard to look for a place blindfolded. After a few years of working with FLAs, I created a faculty handbook for them so I wouldn’t have to think from scratch every year about what to share with them. I sent it at the start of the summer so they could familiarise themselves with our school, routines, expectations, a summary of the education systems, list of colleagues, SOWs and topics, the classes and relevant exams, some example material, especially for speaking so they’d have an understanding of what sort of activities they would undertake. This is mostly because before I started my role as an FLA, I spent the summer planning, gathering authentic material, designing some activities, I had made myself a folder of potential FLE (Français Langue Etrangère) activities when in the end, I didn’t use anything at all. To be “A-Level ready”, I also let them know about the film and the book that students study. I also included a presentation of the region, things to do, photos, maps, transports etc. This is my content page: 1.     Welcome to our school - Key information 2.     Life in the UK / region - Points of interests 3.     Organisation for the year - Timetable and resources 4.     Assisting in lessons - Guideline 5.     One to one session with A-Level students 6.     GCSE exams 7.     A-Level exams 8.     Extra-curricular activities   Every FLA I have worked with has been unique and some have been very autonomous straight from the start while some have needed a lot of guidance all year long. In any case, planning in advance for them during the summer term has helped me a lot at the start of October and has encouraged them to be more independent. It’s a great investment for everyone involved; you, them, your colleagues and more importantly, the students and it ensures you maximise the use of the FLA. Think and make a plan. How do you want your students to benefit from the experience? What would happen ideally when the FLA interacts with the students? How do you want the FLA to lead their sessions? Can you write a guidebook for them to share your model? In addition to the handbook, I also use an overview of the year for A-Level with separate columns for Teacher 1, Teacher 2, and FLA. This assists the FLA with keeping up to date with what the teachers are doing at what time, so they can plan accordingly or use prior topics for retrieval. In the FLA column, I offer guidance on how to structure their sessions, a sort of mini lesson plan. It’s a good starting point for them while they get to know the students they work with and find the confidence to plan more independently. Of course they are free to do their own things, this serves as a suggestion / back up plan. The grammar notes in the teachers’ columns can be of great use for the FLA and ensure consistency. In the first term for example, Teacher 2 revisits adjectives agreements and the subjunctive and so the FLA knows they need to include opportunities for the students to use grammar structures in the subjunctive. They may prepare a starter activity on adjectives to quiz the students. Again, this is shared with the FLA before they start in October. 2.      During the year: Communicate and review. The first session between students at KS3/4 and FLA is always a bit of a shock. They are surprised at the difference in level. It’s also fair to say that when we practice with our students, we ask our questions in a certain way, we craft our language in a familiar way for our students because we know what they are supposed to know, and we can anticipate how they will respond. I once had an FLA who was shocked that the students were not even able to say their name. We were all amused in the office hearing the FLA disturbed that students could not answer a simple  “Quel est ton prénom?” while of course, students had learnt “Comment tu t’appelles?” and any variation of this question, especially formulated by a native speaker they had just met, would result in total panic! I just love that first conversation. The realisation that learning is not transactional. It works the same way as learning languages. Just because it works in one language doesn’t mean it’s copy and paste in another language. Just because you learn a certain way or certain phrases in one country doesn’t mean it’s the same everywhere. To be a good teacher, you must put yourself in your learners’ shoes, think like them and not just teach the language that you know. A lot of the FLAs want to be teachers themselves so it’s a great experience for them to broaden their thinking as an educator. It is a good investment to plan the first few sessions for your FLAs including the kind of language they can expect. FLAs could have exam style cards / questions with model answers to help them gauge the level and prompt students with suggested vocabulary / sentence starters. Be specific about what you want out of these sessions, act like a coach, write notes with your thoughts. Just like you would model your thoughts with your students when teaching exam skills, share your reasoning, your thinking with your FLA. In the spur of the moment or just before the lesson, there isn’t necessarily enough time for a conversation so again, planning before is useful. If you are finding it difficult to stay on top and often forget they are scheduled to be in your lesson, you could plan a sequence of 5 session in advance and give the plan to the FLA and make them their responsibility. Or ask them to plan their own sessions following the model you gave at the start of the year. They will be overwhelmed at the beginning and may ask you the same questions every week or mix up Year 12 and Year 13, forget what GCSE is, use GCSE material with year 12 … so good planning in advance with a handbook, folder with material / lesson plan for the first sessions for each class will be very handy. Once you have created your handbook and folder, you will just need to update it a little bit every year in the summer term.   Important checklist: -          Check on them regularly. Have they found accommodation? Have they met new people? What have they explored recently? -          Invite them over for dinner, to meet your family, they could even stay over for a night. Be their family abroad. They may start feeling lonely towards the end of October and spending the day with you may make a big difference. It could be a nice opportunity to catch up and have good quality conversation away from the buzzing of school. -          Schedule a meeting every half term to check on them, get feedback on their lessons, on students etc. This is also an opportunity to get them involved with students’ progress. What are the students’ next steps? Have they noticed some issues with pronunciation during the session? How will they support the students? Any attendance issues? Positive phone calls home? -          Ask your students for feedback on the FLA. How are they finding the sessions? What is particularly helpful? What more would they like to do? Over the years, here is a list of how I’ve used FLAs in my lessons with KS4: -          Grammar games / quiz with mini whiteboards - students in pairs. -          General conversation - 3 questions to practice. -          Using photos - FLA shows personal pictures and they both talk about the photo. -          Using plastic food as props. Conversation about likes and dislikes, healthy lifestyle. -          News headlines for France Info (Screenshot from my phone printed off) + discussion: What’s in the news in France? What global issue is the most concerning for you…? -          Role play cards. -          Talk for 1 minute about the current topic. 2 seconds' rule: If student hesitates more than 2 seconds, start the clock again. -          1 to 1 with higher student to boost their performance. -          1 to 1 to practise pronunciation. -          I also organise whole class role plays “At the restaurant” and “At the market” setting up the classroom with props / pretend market and restaurant. We split the class, 1 group with me, the other with the FLA and swap half way through. This is more manageable.   My year as an FLA was amazing and I have made many friends from my time in Manchester in 2007. School wasn’t everything and with my light timetable, I was able to explore, party, spend so much time with friends and created myself a life there but I really think that it made a massive difference for me to have Claire (HOF) and her family as my family in the UK. Her kindness made me want to invest myself even more. Claire knew I wanted to stay in the UK, she often invited me for dinner, she took me under her wing and included me in school beyond the requirements for an FLA. I joined in with training days and CPDs and she helped me get started for my PGCE, wrote me a reference for my application at university, an amazing foundation environment for a successful future career in education and I am still very grateful for her kindness and support.   Whether they want to stay or go back, be teachers or not, their year as an FLA with you will be one of the most memorable years of their life. Your nurturing and mentoring will stay with them for a very long time and may inspire them to nurture someone themselves in return. Although FLAs are only part of the team for a short period of time, they belong to the history of the school, language team and play an important role in the success of our students. Invest in your FLA, plan well in advance for them, nurture them like trainees, share your thinking, your method and reasoning and inspire them to inspire your students.

This blog post was written by Esther Mercier. About the author of the post: Esther Mercier - My name is Esther Mercier, I am originally from Quebec. I have been teaching MFL in 3 different countries and at all levels, including adults and primary but mainly secondary for the last 34 years. I have taught French, German, and Spanish and done Mandarin clubs at lunchtime. I attended a fabulous 3-week course in Beijing for MFL teachers where we were shown how to teach Mandarin and a variety of activities done in class. I have worked as an MFL AST for years for Lancashire County Council and loved it. We organised lots of events, competitions, and CPD. For the last years, I have been second in department where I organised many trips, clubs, competitions, guest speakers and events in school as well as one day language taster such as Korean. I started my own website to teach MFL when I had to take on GCSE after school, so I needed my pupils to access more material since they had only one lesson a week – after school. This is how atantot.com grew and now it has a huge variety of activities online and worksheets to print. I enjoy sharing resources on different social networks such as Facebook and X. I have done GCSE marking, speaking, and writing to gain more experience. This is my final full-time year as an MFL teacher but who knows, I might miss the classroom and come back! I have been using these versatile plastic folders for years now and they are excellent. They will never replace the mini whiteboards of course, but they have their own use which brings a bit of variety to the classroom! We are being told we need to work on the 3 pillars for the new GCSE and these folders can add to our forever growing repertoire of activities to work on phonics, grammar, and vocabulary. I always start by working with the pupils on one activity then pupils work in pairs or in small teams of three. I love using them for listening where I either change a word in the sentence, add a word or miss a word out. All this is for them to pick up the pronunciation – they of course do not know that, but this is the aim!        Once I have done it a few times, I move on to no 2 and so on. Then they work in pairs doing exactly the same as I did, but this time they are the ones reading the sentences and I am walking around checking on their pronunciation! I also like using activities where they turn the folders! This is to make sure they are on task , and it makes it different than the usual activities! An activity I use to bring in pronunciation and a variety of vocabulary and sentences structures ( complex structures ) is the apartment building listening task. I read the sentence in French or English and they need to draw the line to show me they understood. It is very easy for me to see if they are correct or not when they lift their folders to show me their answers. Once I have done it a few times, they then work two by two, and I walk around checking on their pronunciation. This time though they are building complex sentences by adding connectives, adverbs, infinitive structures, or any other elements we are learning then. A few weeks before the written GCSE , all my year 11 work on their tenses and I always use this type of activity with the folders. I have one on the IWB where I write a verb in the middle then they need to work out the tenses for that specific verb by writing it in the correct section of the shape. I made sure the verbs that are similar in ending or formation are placed next to each other then we discuss the answers. It works really well in these types of folders. This type of activity could easily be used for one specific tense, i.e. I have seen the flower conjugation where each petal you have the ending for a specific pronoun. This would work very well in these folders. I use this activity to guide my pupils improve their sentence structures. I add the words I want them to use then I can whether say a sentence using some of the words from the worksheet and extra vocabulary or I can say it in English, and they have to translate. In this picture they are mainly verbs, but I can add nouns, adjectives then they need to work out the verbs by themselves. This is to improve their vocabulary on a specific topic. Of course, these plastic folders can be used with texts, translation, tick me quick activities, etc… the beauty of them is that you can save your photocopies for the next group! Pupils like using them and it is for me a great way to see if they understand and got the answer. All they need to do, like with the mini whiteboards, they need to show me their work. All these activities are on my websites, but they are also so easily done. Link to where you can get them: Reusable dry wipe pockets

This blog post was written by Jennifer Wozniak-Rush. About the author of the post: Jennifer Wozniak-Rush is an Assistant Headteacher for Teaching and Learning, Expert Leader in Education (ELE) and Specialist Leader of Education (SLE) in Teaching & Learning (T&L) and Modern Foreign Languages (MFL) at The Hollins in Lancashire has a wide experience of teaching French from Key Stage 1 to Key Stage 4 (age 4 - 16). She also teaches Key Stage 3 (age 11-14) Spanish. Jennifer has a real passion for teaching languages and loves sharing ideas with others. Introduction None of us will disagree with the fact that a language is meant to be spoken ! There is no greater joy in my teaching than hearing pupils speak spontaneously, but how can we encourage confidence? How do we encourage pupils to speak in the target language? To me, the work starts from day one in Year 7 and by creating a safe, supportive environment where pupils know they will never be judged when speaking in the target language.   Who speaks the most target language in your lessons: you or your students? Speaking skills can only be enhanced if students are given adequate opportunities to speak since, “Watching expert acrobats does not lead to the audience performing somersaults, even if they might be able to recognise one” (Barnes in  Teaching Modern Foreign Languages in the Secondary School , Pachler and Redondo, 2007). Starting from day one, it is crucial that pupils learn to produce new sounds as accurately as possible, so developing speaking goes hand in hand with listening . Begin each lesson with a brief, low-pressure speaking activity. As pupils become accustomed to this ritual, they’ll feel more comfortable with the expectation of speaking every day, even if it’s short and low risk.   From my experience, it’s important to create as many opportunities as possible for pupils to speak in each MFL lesson, so teach pupils the classroom language at the beginning of Year 7 so that they can tell you they have forgotten their book or that they would like to go to the toilet. Start by using phrases such as ‘Can I have’ as well as high frequency core language that you can use with the class when doing the register and throughout the lesson. Plan opportunities for pupils to not only speak to you but alongside their peers, by using a range of pair work activities and/or some Kagan strategies such as ‘quiz, quiz, trade’ , ‘talking chips’, ‘think pair share’ etc. so that pupils can practise saying the language you are teaching them as well as some interaction language, which will develop their spontaneity over time. As teachers, we can easily monitor what pupils are saying, how the language is being used and how pupils are developing their spoken language skills collaboratively, providing appropriate support when needed and correcting misconceptions as they arise. If we provide as many opportunities as possible for our pupils to speak at KS3 , then it becomes so much easier at KS4 , and pupils will already be more confident . Teach pupils chunks of vocab that they can reuse in all contexts . Think about situations which crop up naturally and regularly, just by virtue of being in a lesson in a classroom, which can be exploited in the target language for linguistic purposes (e.g. some pupils arriving late to lessons, pupils being absent, a teacher coming to your room whilst teaching, asking pupils to comment on their partners after a pair work or group work activity, etc.) If you exploit those moments and guide pupils to reuse vocabulary and structures from other contexts by showing them that they can extend them, adapt them, it will help them to be able to say what they want to say, over time. Encouraging pupils to ask for language that they want to know is important, but make sure that you reuse them lesson after lesson to help them stick . I strongly advise looking at James Stubbs’ blog on his use of target language ( https://jamesstubbs.wordpress.com ) James Stubbs' blogs about using routines and the target language in the MFL classroom focus on practical strategies to enhance language learning by fostering an immersive and engaging environment . He emphasises the importance of establishing consistent classroom routines conducted in the target language, as these routines help students acclimate to hearing and using the language regularly. This approach not only aids in normalising the use of the target language for everyday interactions but also r educes the reliance on the students' first language , thus promoting better language acquisition and fluency . James suggests that routines can include simple activities like taking the register, discussing the date and weather, or managing classroom transitions , all performed in the target language. He advocates for the use of visual aids, cues , and repetitive structures to support understanding as pupils become more familiar with this approach. By integrating the target language into these daily routines, teachers can create a predictable and supportive environment that encourages pupils to speak and understand the foreign language more naturally and confidently. The physical classroom environment should reflect and promote the use of the target language. This can be achieved through displays of foreign language posters, labels, and instructions, which continuously expose pupils to the language in a meaningful context. As highlighted in Interact , equipping pupils with functional language toolkits that include phrases for common classroom interactions (e.g., asking for help, requesting a repetition) encourages them to use the target language spontaneously and appropriately. This practice builds their confidence and fluency over time.  The consistent use of the target language through well-established routines not only enhances language learning but also helps in building a culturally immersive classroom where pupils can practice the language meaningfully and effectively .   To illustrate here is an example of routines that I use. When I have introduced new vocabulary and done some repetition with the class, I always make pupils practise the vocabulary by doing a pair work activity . After the pair work activity, I will ask the class how their partner was . Pupils will then tell me if their partner was excellent, good, ok, bad etc… When pupils are confident with that, we had simple reasons .   Then, we build on the vocabulary and start hiding some of the parts .   When pupils are confident , we add some more, and we keep building and building . It’s a great opportunity to also reuse some vocabulary or grammatical structures introduced within a topic that can easily be reused with the interaction language . In addition, it’s another way of always practising phonics .   At KS4, we also use structures such as ‘I get on well’, ‘I argue with’ within the interaction language as it was introduced within the topic but by reusing it over and over with the routines, it becomes second nature to my pupils.   By Y11, I only use this slide below and pupils can use a range of sentences, complex structures, give reasons with no more support.     That was just one example of routines that can be used but there are a lot more than we use in my school. Because the interaction language is important , this is something that we have also include in our Schemes of Work .  Looking at the topics covered at KS3 is also key. Do you teach topics that interest your pupils? Will that make them want to speak? Give pupils something they want to talk about, something to make them tick . We know that the principles of effective speaking practice are modelling through listening, developing speed and accuracy of production through extensive practice , and moving from structured practice to spontaneity . For pupils to speak spontaneously , we need a lot of structured practice first , using target language as explained previously but also by using speaking activities regularly with the different topics we teach. Group Talk For example, Group Talk progression chart by Greg Horton is an example of how speaking might develop. The aim is for pupils to be able to use the language over-time. Stage 1: Introducing and responding to simple opinions. Stage 2: Taking part in a short discussion. Stage 3: Exchanging reasons and preferences / talking across time frames. Stage 4: Developing a line of thought / sharing points of view / balancing an argument.   You could also have two images of a mobile phone. Whilst you play some music, the mobile phones go around the class, when the music stops, the two pupils with the mobile phone speak to each other in the target language. In Y7, it starts with “Bonjour, comment ça va?” but then over time you can add a list of core questions you wish your class to answer as they know more vocabulary, grammar and key structures and increasing the time they are speaking for. It’s all about practice! You can use r ecordable speech bubbles to encourage less confident speakers . Pupils can write an answer onto the speech bubble with a marker pen and record it afterwards . For homework , you can ask pupils to use snapchat to record themselves answering questions as a dog or a broccoli , or use technology such as flipgrid, padlet, vocaroo to record an answer to a question, and you can then give them personalised feedback on pronunciation and vocabulary/grammar used. You could also ask them to create videos describing themselves, their town, or their school that you could send to partner schools abroad so that pupils think that there is a real purpose .   Other ideas for speaking activities: *Describing a photo using real photos from your holidays, family or even using famous paintings. *Using role plays, speed dating or using puppets. *Pupils could act using a script. *Pupils can also pretend to interview celebrities such as actors, footballers from French speaking countries for example. * ‘Find someone who’ , pupils go around the room asking each other questions to find the people who meet the characteristics. To increase challenge, at the end, ask pupils to describe who the pupils are, using the third person. *Have four photos on the board and pupils need to decide which one is the odd one out and give a reason for it in the target language. * Pupils work in pairs with a stimulus and a time limit to come up with as many statements/utterances using one or more of the picture or verbal prompts given. * Keep talking activity from Rachel Hawkes is very useful at KS4 (see picture). Pupils click on ? to roll the dice. A player from each group then has to talk for 1 minute on that theme, the others listen and make notes in English of what has been said. In this way, all engaged simultaneously. * Catch the spy from Vincent Everett : pupils have to interview the others in the class by asking them a range of questions to try to find out who the impostor is.    Encouraging pupils to speak in another language is key but let’s not forget that we need to build pupils’ confidence so creating an environment where pupils feel safe and not judged as well as rewarding pupils when they speak are very important .

In today’s globalised society, the importance of learning multiple languages is more apparent than ever. Language skills open doors to new cultures, foster empathy, and are increasingly valuable in the job market. However, while teachers and educational institutions play critical roles in fostering language learning, the involvement of parents is an equally important, yet often underutilised factor that can significantly influence a child’s choices and success in language acquisition. Parents’ involvement can turn attitudes to language learning from a challenging task into an engaging, rewarding journey, benefiting not only the child but also the entire family. This post explores why parental involvement is essential , the ways parents can effectively support language learning, and the long-term benefits of these efforts. The landscape of language learning today Modern language classrooms are increasingly diverse, encompassing traditional languages such as French, Spanish, and German, as well as a growing number of non-traditional options like Mandarin, Arabic, and Latin. This diversity reflects a broader understanding of the importance of global connectivity and cultural exchange. Language learning isn’t just about memorising vocabulary or conjugating verbs; it’s about developing communication skills, cultural awareness, and an understanding of international contexts. With this context in mind, students face the choice of whether to pursue a language at the GCSE level in Year 9 - a decision with lasting educational and professional implications. Research has shown that students who study a foreign language develop better critical thinking, problem-solving skills, and even improved memory. However, deciding to pursue a language for GCSE requires commitment, perseverance, and a solid support network - something that parents can significantly influence . Parental involvement: The foundation of language learning success Parental involvement is widely recognised as a key factor in a student’s academic success, yet in language learning, it often plays a uniquely influential role. When parents view languages as a valuable skill to have and actively engage with their child’s language education, they do more than provide motivation, they also help create an environment that values multicultural perspectives, global awareness, and curiosity about the world. Language acquisition begins long  before  a learner sets foot in a classroom. From infancy, parents play a pivotal  role in laying the groundwork for linguistic development through verbal interactions, exposure to diverse languages, and cultural immersion. Studies have shown that children raised in multilingual  environments exhibit greater cognitive  flexibility, problem-solving  skills, and  cultural awareness  from an early age. In the modern language classroom, parents serve as the primary advocates and facilitators of their children's language learning journey. By instilling a positive attitude  towards language acquisition and  fostering a supportive learning environment at home , parents lay the foundation for success in the classroom and beyond. However, we recognise that some of our learners may lack this type of supportive network and environment at home, presenting a unique challenge that we often need to address and work to overcome within our classrooms and school settings. Year 9 Choices: The power of parental guidance in GCSE choices One of the most pivotal points for students studying a language in the UK is the Year 9 GCSE subject choices, where they decide whether to pursue a language at the GCSE level. This decision can have far-reaching consequences, impacting university admission prospects, career opportunities, and even future travel and social experiences. Parental involvement during this decision-making process is invaluable , as students may lack the long-term perspective to fully understand the benefits of pursuing a language qualification. 1. Providing a broader perspective on language benefits For students, the advantages of taking a language may not always be immediately clear, especially if they find the subject challenging. Here, parents alongside us - teachers can provide valuable insights by discussing how language skills can enhance future career opportunities, contribute to cognitive development, and foster cultural understanding. Reminding students that many universities view a language GCSE as an asset can further encourage them to continue their studies. 2. Helping students align language learning with personal goals Some students may aspire to careers in fields where l anguage skills are highly valued , such as international business, diplomacy, tourism, or healthcare. In these cases, parents as well as other professionals or alumni  who continued, utilised and benefitted from studying languages further can help students see how language skills align with their career aspirations, highlighting the real-world applications of language learning and making the subject more relevant. Inviting these professionals to speak at assemblies can prove especially powerful. 3. Collaborating with teachers for an informed decisions Parents can also work closely with language teachers to understand their child’s strengths and areas for improvement in the subject. Teachers can provide insight into how the student is progressing, their potential for success at the GCSE level, and any additional support that might be beneficial. By maintaining open communication with teachers, parents gain a well-rounded perspective on their child’s readiness for the challenge. Supporting classroom learning at home Effective language learning extends far beyond the confines of the classroom walls. Parents have the unique opportunity to reinforce and complement classroom teaching through a variety of home practices such as encouraging students to read articles / books, watch movies, and listen to music in the target language which not only reinforces vocabulary and grammar concepts but also fosters a deeper appreciation for the culture and heritage associated with the language. Additionally, parents together with teachers can leverage technology to access online resources, language-learning apps, and virtual language exchange platforms to supplement classroom teaching and provide additional practice opportunities. Benefits of parental involvement in language learning Enhanced motivation : When parents express interest and enthusiasm for their child's language learning endeavours, it reinforces the importance of learning new language skills. Positive reinforcement and encouragement from parents can boost a student's motivation and self-confidence , leading to greater engagement in the classroom. Increased practice opportunities : Language learning is not limited to the classroom; students need ample opportunities to practise and reinforce their skills outside of school hours. Parents can provide valuable support by creating a language-rich environment at home, incorporating activities such as reading books, watching series or films, or if they have a knowledge of the language themselves, engaging in conversations in the target language. Cultural enrichment : Learning a new language goes hand in hand with exploring the culture and traditions associated with it. Parents can expose their children to authentic cultural experiences, such as celebrating festivals, trying traditional cuisine, or when possible, interacting with native speakers. This cultural immersion deepens the child's understanding of the language and fosters a sense of cultural appreciation and empathy. Improved academic performance : Research has consistently shown a positive correlation between parental involvement and academic achievement . When parents actively participate in their child's language learning journey, it can lead to improved language skills, higher grades, and overall academic success. Sadly, not all of our learners have access to such supportive home environments, and not all parents have the resources to provide the opportunities mentioned above. In these cases, teachers and other professionals can step in as inspirational role models and sources of support on their journey. For parents who may be uncertain about the value of language learning in their child’s life, here are some strategies we can use to build positive relationships and encourage their support: Strategies for promoting parental involvement in the language classroom Open communication channels : Establish clear lines of communication with parents from the outset, emphasising the importance of their involvement in their child's language learning. Utilise platforms such as email, newsletters, or parent-teacher evenings to keep parents informed about classroom activities, progress updates, and ways they can support their child's learning at home. Provide resources and guidance : Offer parents guidance on how they can support their child's language learning - many schools now provide workshops for parents how to support their child with language learning / revision techniques etc. Create resource kits or online portals with suggestions for language-learning activities, recommended books or websites, and tips for practising language skills in everyday contexts. Encourage participation in cultural events : Organise cultural events or language evening that involve parents and provide opportunities for them to actively engage with their child's learning. In my school, we organise a Community Day. This could include cultural festivals, language immersion days, or parent-child language clubs where families can come together to celebrate diversity and language proficiency. Offer parent education workshops : Host workshops or information sessions for parents to learn more about the benefits of bilingualism, effective language learning strategies, and ways to support their child's language development at home. Invite guest speakers, language experts, or experienced teachers to share insights and practical tips with parents. Celebrate diversity : Create a welcoming and inclusive environment that celebrates the diversity of languages and cultures represented within the school community, these could be simple things such as multilingual displays around the school. Encourage parents to share their own language and cultural heritage with students through storytelling, music, dance, or cooking. Seek feedback and collaboration : Actively seek feedback from parents about their experiences with their child's language learning journey and solicit ideas for how the school can further support their involvement. Collaborate with parents as partners in the educational process, valuing their insights and contributions to enhancing the language learning experience for all students. Effective communication and collaboration between parents and teachers are essential for supporting language learning and academic success. Parents should maintain open lines of communication with language teachers to stay informed about curriculum objectives, instructional strategies, and their child's progress in the target language. Attending parent-teacher evenings, participating in school events, and volunteering in the classroom, especially in primary education, are excellent ways for parents to actively engage with their child's language education and demonstrate their commitment to their academic success. Additionally, parents can provide valuable insights into their child's learning preferences, strengths, and areas for growth, enabling teachers to tailor instruction to meet individual needs effectively. Conclusion In an interconnected world, language learning has never been more important, and the role of parents in fostering linguistic skills cannot be overstated. Through encouragement, practical support, and informed guidance, parents empower their children to embrace the challenges of language learning and enjoy the personal and professional rewards it offers . Whether a parent is helping with vocabulary flashcards, learning alongside their child, or providing perspective on Year 9 choices, their involvement serves as a cornerstone in the student’s language learning journey. The impact of this support extends beyond school, helping young people develop into empathetic, globally aware citizens ready to navigate a multicultural world.

Supporting English as an Additional Language (EAL) students in the classroom presents both challenges and opportunities. With a growing number of multilingual students in schools, we - teachers are tasked with ensuring these students can access both the curriculum and English language learning at the same time. However, when supported effectively, EAL students bring a wealth of cultural and linguistic diversity that can enhance the learning environment for everyone in our classrooms. The Bell Foundation’s Five Principles for Effective EAL Pedagogy The Bell Foundation’s framework for EAL pedagogy provides essential guidelines for teaching EAL students. Let’s explore how these principles can shape teaching strategies in our classrooms in general: Multilingualism as an asset Multilingual students possess valuable skills, and their home languages can enhance their learning of English and the curriculum. By allowing students to use their first language in the classroom, they can access complex ideas and build confidence. We can do this by: Encouraging the use of bilingual glossaries, dictionaries, and subtitles in students’ home languages. Providing opportunities for students to work in pairs or groups where they can use their first language to aid understanding. High expectations with appropriate support It’s important to maintain high expectations for EAL students while offering the necessary scaffolding to help them succeed. We can do this by: Using scaffolding tools such as writing frames, sentence starters, and fill-in-the-blank activities. Pre-teaching vocabulary and key concepts, and ensure that students have access to clear definitions and explanations of new words. Integrating focus on content and language Learning should not separate content from language. EAL students need to engage with both simultaneously. We can do this by: Using dual coding (pairing text with visuals), subject-specific flashcards, and knowledge organisers to help students link new vocabulary to the content. Focusing on vocabulary retrieval practices to reinforce new words and concepts, ensuring students integrate language learning into the subject matter. Effective and holistic pupil assessment EAL students should be assessed not only on their content knowledge but also on their English language proficiency across listening, speaking, reading, and writing. Why and how: Using regular formative assessment and this should serve to assess both in academic content as well as in language progress (TL and English). Considering using seating plans to strategically place EAL students next to peers who can support their language. Social inclusion Ensuring that EAL students feel a sense of belonging and inclusion is vital. Students’ English language proficiency is evaluated across four key areas: listening, speaking, reading, and writing . Based on their performance in these areas, students are placed into specific proficiency categories, which guide the level of support or intervention they require. 10 Strategies you can apply to support EAL students in your languages classroom Using visuals: Incorporating visuals, such as dual coding, knowledge organisers, subject-specific flashcards, and labelled classroom equipment, to support learning and reinforce key concepts. Leveraging their first language: Encouraging the use of students' first language to aid understanding , such as through bilingual glossaries, subtitles on videos, and bilingual dictionaries or translation tools. Encouraging oracy: Fostering oral communication in the classroom, allowing students to use their home language with a buddy when appropriate. This can help them feel more confident and supported while practicing English. Explicit vocabulary teaching and retrieval practice: Pre-teaching key vocabulary and reinforcing it through consistent retrieval practice. This helps students gradually build a solid foundation of essential words. Providing advance lesson materials: Giving students a preview of upcoming lessons or topics so they can research them in their home language beforehand. This prepares them to better engage with the material in class. Defining new vocabulary: Providing clear definitions for unfamiliar words or terms, ensuring students have a solid grasp of key concepts and language used in lessons. Scaffolding writing and speaking tasks: Using writing frames, fill-in-the-gap activities, and sentence starters to help students focus on content rather than struggling with language. This scaffolding ensures they can engage with tasks effectively. Modelling high quality work: Showing EAL students examples of high-quality work to help them understand expectations . Making sure to check they fully grasp what good work looks like in both language and content. Using effective questioning strategies: Regularly using questioning to assess both content understanding and language comprehension . This helps gauge progress and identify areas for additional support. Being consistent and clear with language: Using straightforward language and avoiding confusing synonyms or idioms . For instance, being consistent with terms like “floor” instead of switching between “carpet” or “mat.” Rephrasing or repeating if needed, especially for students who may not yet grasp idiomatic expressions like "Give him a hand." If your student has learned vocabulary, such as parts of the body, they might still be confused by idiomatic expressions like "Give him a hand." In these cases, be prepared to rephrase or repeat the language. It's essential to think carefully about the key words and phrases you want to use and maintain consistency in their usage. The power of multilingualism in EAL Research shows that giving students the chance to use all their languages  enhances their ability to access the curriculum and improve their proficiency in English. Students’ grammatical knowledge and expertise in their first language can be leveraged to develop their skills in English. Rather than focusing on one language at a time, a holistic approach  that considers the full linguistic repertoire of learners, as proposed by Cenoz & Gorter (2011), is more effective. They argue against a "monolingual bias" and advocate for codeswitching  and translanguaging , which can be valuable in the classroom. While using a student’s first language may seem most relevant for those new to English, it can also benefit more advanced EAL learners. These students can use their native language to articulate complex ideas in subjects like science or history, which helps them express their thinking more clearly. Supporting newly arrived EAL students: Strategic seating : Place newly arrived EAL students next to someone who speaks the same home language when possible. Pair them with a patient, kind English-speaking role model. Group dynamics : Vary groupings—using trios instead of pairs can help facilitate interaction and support. Give time to absorb : Allow newly arrived students plenty of time to listen and absorb the new language before expecting active participation. Examples of activities to support EAL students in the language classroom: Language teachers often use strategies that benefit EAL students and can be adapted for all students. These include: Games like circle games and Simon says : These activities allow students to participate with minimal speaking, focusing on listening and comprehension. Visual clues and scaffolding : Use writing frames, sentence starters, and word-level games to help students develop both content understanding and language skills. Role plays and speaking games : Activities like Quiz Quiz Trade  and role plays can be adapted to suit different levels and encourage participation. Storytelling : This is a powerful tool for all learners, providing context and helping reinforce vocabulary and sentence structure. Modelling and oral rehearsal: Modelling : EAL students need clear examples, especially if they are unfamiliar with an activity. Show them what to do before expecting them to complete a task independently. Oral rehearsal : If possible, give students the opportunity to orally rehearse sentences before writing. This allows them to practise language structure without the added pressure of writing. Visual aids and flexible task design: Use of pictures: Where writing is a barrier, allow students to use pictures to convey meaning. Support where necessary, but keep the level of challenge high. Task flexibility: Adjust the number of columns in activities or how many sections you divide sentences into. Increase or decrease options within a column, and mix up the order (e.g., First , Then , Finally ) to create more complexity and potential for growth. Low-stakes language games: Choral repetition : Encourage students to repeat phrases together to build confidence. Interactive games : Activities like Splat, Charades, Noughts and Crosses, Which Word Am I Thinking Of?, Bingo, Kim's Game (What’s Missing?), Pictionary, Hangman Other strategies: Gradually increasing the challenge As students’ confidence grows, they can transition from receptive skills  (such as listening and responding with numbers or actions to show comprehension) to productive skills , where they are required to actively use key vocabulary. Start with games that reinforce understanding through listening, and then progress to activities that encourage vocabulary production. Using low-stakes retrieval activities  is crucial early on to encourage participation without pressure. These activities remain valuable throughout the learning process, serving as effective lesson starters, reviews, and retrieval tasks to help embed new vocabulary into students' long-term memory. Storytelling to boost literacy Incorporating stories into language lessons  is a powerful tool for boosting literacy skills, especially for EAL and SEND students. Stories naturally reinforce grammar, vocabulary, and punctuation and create meaningful connections between English and students' home languages. When we discuss how grammar and punctuation differ or align between English and other languages, we enhance linguistic understanding across both languages. Many of the strategies outlined below are commonly used successfully in primary schools and could also be easily adapted for use in secondary schools. Simple steps to enhance the status of bilingual students If possible, include books in your classroom or school library in the various languages spoken by your students. Invite parents to share stories and songs  from their home languages and cultures whenever possible - culture day. This not only enriches the classroom experience but also fosters a strong connection between home and school life. Ensure that invitations  for these events are sent out in the home languages  of your students to ensure inclusivity and greater participation. Collaborate with staff members who speak additional languages  to record key school messages for the website or newsletters, ensuring important information is accessible to EAL families. Incorporate cultural learning When welcoming a new EAL student, take the time to discuss their country, culture, and language background  with the class. Use a world map to help students visually identify the country of origin and initiate conversations about what they may already know about that part of the world. Encourage students to share if they have friends or family  from similar backgrounds, promoting a sense of shared experience and belonging. Leverage the school community's linguistic skills Investigate the language skills  within the school community—whether students, staff, or volunteers (I have done this a few times when Slovakian students joined the school, and their parents were not proficient in English; I was often asked to act as an interpreter.). Someone might speak the same language as the new pupil and could help with their adjustment. If possible, arrange for same-language speakers to work together, whether in peer activities or through parent or community involvement. Integrate home languages in daily routines To help EAL students feel more comfortable, greet them by saying the register in their home language , and learn simple phrases like "play" or "toilet" in their language. This small gesture can help build rapport and ease the transition into an English-speaking classroom. Support literacy with dual-language resources Provide dual-language books  for EAL students to take home, encouraging shared reading with their families. This not only supports literacy development but also reinforces the connection between home and school learning. Reflective Questions: What languages other than English do your students speak? What languages, aside from English, are written by the students in your class? Have any of your students lived in another country? Do any of your students attend supplementary school? Are you aware of your students’ religious beliefs? How might these impact the activities they can participate in? For more reading, I would strongly recommend the work of Joanna Kolota on X https://x.com/JKolota and her book Empowering EAL Learners in Secondary Schools

The Curriculum – mapping and sequencing… The most important fact to consider when reading this post is the  context of your school . We all teach in different types of schools – comprehensive state schools, Grammar schools, independent schools, private schools, selective schools, international schools… and our students come from different socio-economic backgrounds.  There  isn’t a ‘one-size-fits-all’ approach when mapping out and sequencing the curriculum. Our curriculum map is the collaboration of the whole department and the creation of it was supported by many discussions with colleagues from within the Trust as well (many thanks to Jill Lock for her initial ideas and guidance). These documents are  working documents  which are at the centre of our departmental meetings and are  prone to change  depending on regular reviews, experience and feedback. The document templates are used across all departments across our academy. In my school context, our curriculum is centred around our Academy’s values of: Empower:  We are empowered with the knowledge, skills and habits necessary to make a positive difference to the community and the wider world. Respect:  Excellence is built on a culture of respect. Respect to oneself, for others and for the environment. Aspire:  High aspirations by all, for all, regardless of ability, gender, race and background. The intent of our curriculum: The focus of our curriculum is heavily directed to the development of students’  communication skills, self-efficacy, strong and durable retention  of language, independence and autonomy. Through the 3 pillars of progression –  phonology, vocabulary and Grammar , students will gain a  strong phonetic knowledge  that enables them to converse (and pronounce new vocabulary) confidently and provides a reinforcement of many  literacy skills  from their first language. They will learn how to  manipulate grammar  to allow them to  personalise information  and  retain core phrases  that can be recycled in a large number of  real-life situations . Through this knowledge and confidence, they will become  resilient and competent linguists  who are open-minded and versatile communicators.  By the end of KS3, students will understand what it is to be  a linguist . Pupils will have a curiosity and fascination in discovering the world and its people, as well as having an interest and intention to travel in order to deepen their  understanding of different cultures and societies. They will have an understanding of the ways in which languages are interconnected and in which languages play a part in our daily lives. Students will develop an  extensive core of vocabulary and grammatical structures  which will be learned and regularly  practised and retrieved  so that students are  confident communicators  in a variety of contexts across all 4 language skills. For students to achieve success in Languages, teachers ensure that there is regular and systematic practice of the essential knowledge so that students know their knowledge gaps and have the tools to practise effectively to close those gaps. This is achieved by implementing and embedding retrieval practice in all our lessons. Students will leave the school with the knowledge and understanding that enable them to apply what they know to both familiar and unfamiliar contexts from family life to ethical issues and the world of work. This will help them to go on to achieve their potential, not just at A Level and in Higher Education but as  global citizens  living in a dynamic and interdependent world. Linguists at Ercall Wood Academy will have an  appreciation for the world  they live in and a deep understanding of their place in an ever-changing  multi-cultural society . Through a knowledge rich curriculum, students will acquire the skills needed to develop the four main skills of reading, writing, speaking and listening in the target language. The invaluable communication skills and creativity developed through learning a foreign language will foster a deeper understanding and appreciation of other cultures on a local, national and international stage. RESEARCH-INFORMED: https://gianfrancoconti.com/ When  communicating 75%  of the time is spent listening and speaking  (Adler, R., Rosenfeld, L. and Proctor, R., 2001) – L:45%, S: 30% and 25% on reading (16%) and writing (9%) – [The Language Gym], therefore our curriculum will focus on these 2 skills before progressing onto the written production. Language will be taught in chunks (not individual words) as this supports fluency and LTM recall. “Language learning is not simply about combining words and applying grammar rules but rather the retrieval of the patterns and combinations we are primed for.”  (Micheal Hoey – Lexical Priming 2005) “L2 research has shown that making use of formulaic expressions and memorizing long chunks of text (and making substitutions within them) is far more efficient and effective than learning to assemble new linguistic strings in the process of language production.”  (Nation,2013 Ellis,2015) Chunks can then be  manipulated.   ” A chunk is a frequently recurring, meaningful string of two or more words either fixed or with variable slots which can be learned as a single unit, without the need to analyse its elements. Once committed to (long term) memory; a chunk can be retrieved and used ‘as is’ or with modifications, if necessary, bypassing the need to generate it from individual words and grammatical rules.”  (Selivan, 2018). Through a thorough and frequent exposure  to the language of that topic or the communicative function, students will be able to pick up subtleties such as  phonemes, syllables, meaning, lexis, Grammar and syntax. The implementation of our curriculum: Key Stage 3 Our languages department employs  a range of strategies  to ensure students learn in an  enjoyable, positive and inclusive  environment. All members of staff have studied and are applying the Dr Gianfranco Conti’s approach (a respected MFL teacher, specialist and linguist) of his  Extensive Processing Instruction (EPI) method. To enable our students to become successful language learners, we have reviewed our curriculum and created our own bespoke teaching resources to implement the EPI principles into our lessons.   Our EPI approach includes: Sentence builders central to all lessons, enabling students to build accurate sentences Extensive drilling of chunks of language through LAM and RAM using engaging games and speaking activities Focus on listening and speaking skills at the start of every unit of work/sequence Use of texts that are at least 95% comprehensible (comprehensible input) to build fluency and to avoid cognitive overload Explicit teaching of language learning, decoding and parsing skill to support metacognition Regular ‘pop up’ Grammar sessions Systematic retrieval of knowledge to produce deep and durable learning *1)  MODELLING – Core structures/chunks are  presented and modelled  in context through reading aloud (e.g. Sentence builders & subsequent activities)  using 98 % comprehensible input . Pupils are gaining familiarity with the language (phonetically & translation into L1).   “With the majority of L 2 learners for listening and reading input to be conducive to learning, around 98 of the words must be familiar.”  (Nation, 2013) 2) AWARENESS RAISING – Sensitizes the learners to the patterns/rules governing the target chunks formation and use. (Recognition of grammar but not explained in depth YET.) 3) RECEPTIVE PROCESSING – Practising the core phrases until pupils are absolutely RECEPTIVELY confident BEFORE moving on to them producing them themselves. (Longer texts but still 98% comprehensible input.) Extensive processing – (exposure to the language) : the  more exposure  a learner has to the chunks, the more likely they are to retain the language. Intensive Recycling  in the lesson (Major memory loss within the first 20 minutes from first processing the word. Hence the importance of recycling the same items over and over again. Flooded input, Controlled input and Thorough processing are essential in order to maximize recycling. 4) STRUCTURED PRODUCTION – Intensive scaffolded and highly controlled  production  practice (PUSHED OUTPUT). Introduction of more ‘thinking’ and cognitive load – making students think back to what they have learnt & start to use it, but with support of SB/KO.  Start to include L1 to L2 translations. (Pop-up Grammar can also be included at this stage.) 5) EXPANSION – Structure is learnt in  greater depth  and practised with old and new vocabulary.  Explicit work on grammar  and generative processing – students expand to language patterns. Less use of KO/SBs & support to encourage them to really think! Interleaving  is powerful because  we learn best through ASSOCIATIVE learning,  by hooking the new to the old. The  core structures are practised with old and new vocabulary and structures overtime through systematic recycling  (scaffolding might still be necessary). After much (semi-) implicit practice the students (through deductive teaching or inductive learning) learn the rule(s) governing the target item(s) in greater depth. If applicable, more aspects of the rules governing the target items are modelled and practised (e.g., from one or two persons of the present tense, to all six persons). 6) AUTONOMY – Extensive oral and written practice in which the scaffolding is gradually faded out and  spoken or written output is produced by pupils with little support. Language is practised productively without scaffolding but still in familiar contexts and focus is on fast retrieval (automaticity) The aim is to develop  most students’ autonomy  in the use of the target structure by the end of this phase. This phase continues throughout the academic year  or even the following year(s) through systematic recycling across topics and Interleaving. Students perform structured and semi-structured tasks which may elicit the use of the target structure (surveys, interviews, role-plays, picture tasks, unstructured essays). 7) ROUTINIZATION  – where the focus is on  fluency  development. “A grammar structure can be said to have been acquired only when it has been automatized across all 4 skills and it is applied successfully across a wide range of contexts.”  (Smith & Conti, 2016) 8) SPONTANEITY  –  Spontaneous production of written / spoken language in response to questions or a task. Practise in unfamiliar contexts (and combining previously learned language).  Practice in unplanned response through a stimulus that elicits the use of the target structure(s) is provided at spaced intervals over the year. “Task based language teaching is a students-centred approach to second language instruction. Activities focus on having students use authentic target language  in order to complete meaningful tasks, i.e., situations they might encounter in the  real world  and other project based assignments.”  (Ludwig, 2015) 9.) FLUENCY:   Extensive practice frequency and regularity  being key.  Use across a wide range of contexts.  Practice occurs with language you know. Task repetition. Working to a time constraint in an effort to increase speed while understanding/producing an increasingly large quantity of input/output. Planning/preparing for tasks. 10.) AUTOMATICITY  is the ultimate goal of language teaching.  Strong long-term retention  is important but being able to  retrieve  what we have learnt fast and effortlessly is key in language learning.* Sequencing the curriculum is essential to generate deep and durable learning in Languages. Where possible we  replicate  the order by which children  naturally acquire their first language . we therefore start in Year 7 by learning  key phonics. The learning of these sounds is reinforced in every unit of work, when we introduce new Sentence builders/KOs. In Year 7 pupils learn the key grammatical ideas  on which all languages are built. Students start by introducing themselves in the present tense, give opinions and talk about their  possessions . This allows students to learn how adjectives behave, and the  importance of the genders  of nouns. Students also learn about the infinitives and how verbs  are conjugated , including  common irregular  verbs such as ‘to be’ and ‘to have’. This knowledge is essential in order to be able to access the Year 8 and 9 curricula, where students learn to describe events in the  past and future  as well as complex structures. When appropriate we also  ‘seed-plant’  chunks of language. Seed planting exposes students to  common chunks  of language  before  students are expected to understand the Grammar behind the phrase. For example, students learn the important phrase ‘I would like’ from the first term, even though the conditional is not taught explicitly until Year 9. Our students want  to succeed , and, through hard work and achievement, they want to learn more.  Modelling  is a key aspect of teaching in MFL to support oracy and fluency. Teachers  explicitly  teach students how  to learn, self-quiz and revise  so that they can be successful in regular  knowledge retrieval  and vocabulary tests. This helps to ensure  long-term retention  of core vocabulary and skills from KS3 through to KS4 and beyond. Opportunities at KS3 and 4 provide students with real world contexts to apply their knowledge, this includes visits from foreign students and speakers as well as drawing on the wealth of material available online to support cultural and social awareness. Key concepts are  revisited  over key stages as well as between lessons  to ensure  retrieval and recall and the development of  long-term memory.  Key Stage 4 The GCSE curriculum focuses on 5 themes which are then threaded throughout KS3 teaching: Theme 1: Identity and culture: Topic 1 – Me, my family and friends, relationships with family and friends, marriage/partnership Topic 2 – Technology in everyday life, social media, mobile technology Topic 3 – Free-time activities, music, cinema and TV, food and eating out, sport Topic 4 – Customs and festivals in German-speaking countries/communities Theme 2: Local area, holidays and travel: Topic 1 – Home, town, neighbourhood and region Topic 2 – Travel and tourist transactions Theme 3: School and education: Topic 1 – What is school like, school life Topic 2 – School activities/clubs Theme 4: Future aspirations, study and work: Topic 1 – Using languages beyond the classroom Topic 2 – Ambitions Topic 3 – Work/world of work Theme 5: International and global dimension: Topic 1 – Bringing the worlds together – festivals, sporting events, charity work Topic 2 – Environmental issues The impact of our curriculum: Progress is measured within lessons, and over terms, years, and key stages. In lessons, progress is measured through retrieval practice and  regular formative assessments such as vocabulary and Grammar quizzing, interactive and effective multiple-choice quizzes, effective questioning as well as through marking. Retrieval and feedback play crucial roles in assessing depth of student knowledge and understanding – therefore supporting their own metacognition and self-regulation. Analysing other students’ answers (visualiser) also allows students to assess their own progress based upon the feedback from the teacher. Feedback is also essential for the classroom teacher in terms of informing and adapting their lesson planning as appropriate. Mastery is achieved through regular opportunities to practice recalling key information, and redrafting and improving work based on feedback from the teacher. Key vocabulary, knowledge and skills are tracked throughout the year and tested in a summative assessment at the end of each term and cumulatively at the end of the year. Data from the summative assessments will be entered into a departmental spread sheet for teachers to use, to review, inform the reporting system and reteach parts of the curriculum as appropriate. Gaps are addressed and closed not just at the end of each topic but also during lessons to ensure students have a solid understanding before another structures or topic is taught. This may lead to classes starting topics in different weeks but will ensure all students are secure in their understanding. Key terms and structures will be learnt every lesson and retrieved at least 2 out of 4 lessons at KS3 and at least 3 out of 5 lessons at KS4 (spacing) . Students will be tested/quizzed on phrases they learnt that week, but also on key terms/Grammar from previous lessons/topics to practice r ecall and retrieval, ensuring interleaving and transfer of knowledge (i.e., students can apply their knowledge of tenses, adjectival endings etc. across variety of topics/context not just apply it during a specific unit, which often becomes a problem when ‘blocking’ ). Retrieval practice is an integral part of every lesson to inform students and teachers of any gaps in knowledge so these can be addressed swiftly. Engagement in MFL will be evident in a healthy uptake for GCSE , and again on to higher education. Students will be inspired to take part in visits abroad to partner cities such as Trier, Cologne and Berlin in Germany as well as to local universities to see how languages work in real life. Conversations about travel and holidays throughout the school year will show students how they can easily apply their language skills to real life experiences. Linguists will be proud of their communication skills and their links with abroad via pen pal projects. The diverse and knowledge rich curriculum should develop confident and articulate linguists who want to discover more about the world around them. Note: We have introduced the E.P.I method at KS3 in September 2020 – due to the Pandemic, it is not possible to objectively judge the impact on progress, however there is an evident improvement in what students can produce, engagement, confidence and enjoyment from students (based on Pupils’ Voice surveys on the departmental level and whole school – SLT level). References: https://tscouncil.org.uk/mfl-report-2016/ https://thenationalcollege.co.uk/  – Secondary Languages – OFSTED Deep Dive into Curriculum – Intent, Implementation and Impact – you need to be a member to access these recordings https://mrvinalesmfl.wordpress.com/2019/06/05/using-sentence-builders-to-create-confident-linguists-a-background/ https://mrvinalesmfl.wordpress.com/2019/05/17/three-top-tips-on-how-to-make-sentence-builders-to-help-all-students-progress/ https://gianfrancoconti.com/2020/01/09/my-approach-extensive-processing-instruction-e-p-i-an-important-clarification-in-response-to-many-queries/ https://mrvinalesmfl.wordpress.com/2019/05/10/why-my-mfl-students-love-their-listening-activities-and-how-yours-can-too/ https://gianfrancoconti.com/2018/03/16/my-favourite-read-aloud-task-and-how-i-use-them/ https://gianfrancoconti.com/2018/07/30/patterns-first-how-i-teach-lexicogrammar-part-1/ https://gianfrancoconti.com/2017/07/22/eight-narrow-reading-techniques-that-will-enhance-your-students-vocabulary-and-reading-skills/ *Summary of the MARS EARS (highlighted) was shared by Katharyn Trinel on Twitter. Based on and with credits to Gianfranco Conti.

The European Day of Languages  is celebrated every year on September 26th  across Europe. Established by the Council of Europe in 2001, this day recognises the linguistic diversity of Europe and promotes the importance of language learning. With over 200 European languages  spoken across the continent, this celebration offers an exciting opportunity for students to explore different cultures, improve language skills, and gain a greater appreciation for linguistic diversity. However, this doesn't mean we can celebrate only European languages, it is important to include in this celebration all languages with our school community! Why Celebrate the European Day of Languages? Language is more than just a means of communication; it’s a gateway to understanding new cultures, ideas, and perspectives. Celebrating the Day of Languages is a way to: Promote Multilingualism : Encourage students to see the value of learning new languages. Celebrate Cultural Diversity : Language and culture go hand in hand. By learning a language, students also gain insights into the culture and history of its speakers. Foster Mutual Respect : Multilingualism fosters inclusivity and helps break down barriers between people of different backgrounds. Whether you're a teacher, a student, or simply passionate about languages, there are countless ways to celebrate this day in an interactive, fun, and educational manner. Below are some activities  that can be incorporated into classrooms or as part of school events. 1. Language Taster Sessions Offering "language tasters," where students can try learning the basics of different languages. This could include: Greetings : Learning how to say "hello," "thank you," or "goodbye" in languages like French, Spanish, German, Italian, Polish, or any lesser-known languages like Basque or Catalan. Simple Phrases : Teach practical phrases such as “Where is the bus stop?” or “How much does this cost?” in several languages. Cultural Titbits : Include fun facts about the countries where the languages are spoken, which will make the session engaging. 2. Language and Culture Quiz Organising a quiz that combines linguistic and cultural questions. This can be a fun and competitive way for students to learn about different (European) countries. Including questions such as: "Which country speaks this language?" "What is the official language of Belgium?" "In which country would you find flamenco dancing?" Considering splitting the class into teams and offering small prizes to encourage participation. 3. Multilingual Morning Announcements Starting the school day with a multilingual twist by having students give the morning announcements in different (European) languages. You can prepare them in advance, so that students can practise. This could include saying the date, weather, or sharing fun facts about languages and countries in Europe. This is a simple way to immerse the whole school in the celebration. 4. Language Bingo Creating a bingo game where each square contains a word or phrase in a different language. For example, squares could feature words like "bonjour" (French for hello), "hola" (Spanish for hello), and "hallo" (German for hello). Students must listen and mark off the squares as they hear the words called out. The first to get a full line wins! 5. Pen Pal Program To give students a practical application for their language learning, setting up a pen pal program  with a school in another European country. Students can exchange letters or emails in a foreign language, helping them practice their writing skills and learn about another culture in a real-world context. This can also foster long-term interest in language learning beyond the classroom. Another great way id using a Padlet to share notes and messages. 6. Multilingual Song and Dance Music is a universal language, and learning songs in another language is both fun and educational. Playing traditional songs from different European countries and teaching students the lyrics. You can also teach them traditional dances, such as: The French “Le Rigodon” Spanish Flamenco  steps Greek Sirtaki This combination of music, language, and dance will help students connect emotionally with the languages they are learning. Schultüte 7. Language Art Project Getting creative by having students create posters or artwork based on a language or country of their choice. This could include: Writing words or sentences in a foreign language and illustrating them. Creating flags of different European countries. Making language-related infographics that explain interesting facts about different European languages and their histories. This year we have a competition for our students to create a 'Schultüte' . A 'Schultüte,' also called a 'Zuckertüte,' is a traditional German custom where children receive a decorated cone filled with gifts on their first day of school. The cones typically contain items like fruits, sweets, and small toys as a reward for completing their first day, making the occasion extra special. Creating bookmarks 8. Cultural Food Day Food and language often go hand in hand. Organising a European Food Day  where students can sample traditional dishes from various European countries. Encouraging students to label the dishes in their native language and explain a bit of the history behind each dish. This can be a delicious way to explore culture through language. In the past we have had 'Bake off' competitions which were very popular. Creating a menu in target language Examples of students' work 9. Language Movie Marathon Hosting a movie marathon with films in various European languages. Movies provide an excellent way to expose students to how languages sound in a natural setting. Choosing age-appropriate films with subtitles to make it accessible, and considering discussing the cultural aspects shown in the films afterward. 10. Create a “Language Passport” Giving each student a “ Language Passport ” at the beginning of the day, which they can fill with stamps or stickers as they complete different language activities. For example, each time they learn a new phrase, try a new food, or complete a cultural quiz, they get a stamp. By the end of the day, they’ll have a collection of experiences from different languages, reinforcing the sense of achievement. 11. Teachers Speaking Languages Recording different teachers speaking in languages they know and play the recordings for the class. Challenging students to guess which teacher is speaking and what language they are using. This can be a fun mystery for students and show them how many people around them are multilingual. 12. Tongue Twisters Challenge Challenging your students with a daily tongue twister in a different language. This activity is both fun and helps improve pronunciation . For example, you could try "Les chaussettes de l’archiduchesse sont-elles sèches ou archi-sèches?" in French or "Cómo poco coco como, poco coco compro" in Spanish. "Rhabarberbarbara" in German: https://www.youtube.com/watch?v=ZYkBf0dbs5I 13. Treasure Hunt Setting up a QR code treasure hunt  around the school or classroom. Each QR code can lead students to a question or task written in the target language. Students must complete the challenges and navigate their way around to collect answers and win the hunt! 14. Virtual Tours of European Cities Using Google Arts and Culture  or Google Earth  to virtually visit famous landmarks, museums, and cities across Europe. This immersive experience can help students connect with the cultures associated with different languages, adding context to their language learning. 15. Create a Logo Designing a logo to represent the (European) Day of Languages, incorporating symbols of communication, flags, culture, and multilingualism. They can use paper or digital tools to create their designs and then present their logos to the class. Conclusion The (European) Day of Languages is a great opportunity to ignite a passion for language learning and cultural exploration in students. From tongue twisters and idioms to virtual tours and multilingual songs, these activities will make the celebration of linguistic diversity interactive and fun. By integrating language learning into everyday activities, students can develop a deeper appreciation for the role of languages in building bridges across cultures . Let's make this (European) Day of Languages a celebration of connection, understanding, and curiosity!

Using the spreadsheet shared by Ben Merritt on Secondary MFL Matters, I've completed a comparison for Edexcel. Tab 1 (Picture 1):  This tab displays the number of marks required to achieve each grade for every component of each language (French, German, and Spanish). It also includes the rolling 7-year average. The colour coding indicates whether it was easier (green), the same (orange), or harder (red) to attain each grade compared to the 7-year average. Please note that these colours do not correspond to previous years, but you can manually compare them by referring to the row above. Tab 2 (Picture 2):  This tab provides a visual representation of the grade each score would have achieved for French, German, and Spanish (Foundation and Higher). Document to download: Grade Boundaries comparison Ben's original one for AQA is accessible from here: https://www.facebook.com/groups/638955772787417/search?q=ben%20merritt

Many educators have been talking more and more about the importance of metacognition (thinking about one’s thinking) and metacognitive strategies which get learners to think about their own learning. The evidence suggests that the use of these strategies, when used well can add +7 months of progress. This means that the potential impact of these strategies is high especially when it comes to disadvantaged students (EEF), so how can we apply them effectively to revision or even adapt our teaching in the classroom. To start with, this doesn’t mean that we need to teach these strategies in special ‘learning how to learn’ sessions; based on evidence the best approach is to teach them in subject specific content as students find it difficult to transfer generic tips to subject specific tasks. In the first instance it is imperative for learners to identify what they know and what they don’t know. Self-regulated learners know their gaps and can motivate themselves to improve their learning, so developing this knowledge in our learners will improve their learning outcome. However, we – the educators should support our learners in planning, monitoring and evaluating their learning, hence this is why appropriate feedback is also so crucial. EEF guidance report on Metacognition and Self-Regulated Learning recommends 7 step model for teaching meta-cognitive strategies. Activating prior knowledge – preparing the ground – here the  embedded retrieval practice is highly effective. For writing task preparation, this could mean recalling the vocabulary and structures for the specific topic. I often use retrieval roulette for this, but there are many other ways you could use (see my previous post on retrieval practice), including various websites such as carousel-learning. com or spiral.ac. The retrieval roulette is based on a spreadsheet designed by Adam Boxer and how to apply the background which could support the ‘cultural capital’, I have learnt from @JuschMo in one of the ALL webinars where she has also demonstrated how you can embed ‘flippity’ into the spreadsheet in her retrieval roulettes. Example of a task form the retrieval roulette Stimmt3 Explicit strategy instruction – provide clear structure students can follow. This is closely connected with Rosenshine Principles of Instruction. I have written a detailed post on how they can be applied in Languages classroom with some examples here. Modelling of learned strategy – for picture task for example, this would involve teacher modelling the steps of the task at hand. See an example bellow. For more examples on modelling see my post on modelling here. Memorisation of strategy – there are various ways/tools to memorise vocabulary or success criteria such as Grammar points  – such as using mnemonics (BRATWURST, AVOCADOS, TOMATOES, PALMW etc.), songs, tunes and rhythms – some of these were mentioned on the Secondary MFL matters Facebook group (The Pink Panther, Vorwärts, Zorba the Greek, A-Team, Mission Impossible, Guten Tag Lied , Das Wechselpräpositionenlied), teaching word families (I was amazed to find out that students would know the adjective, but couldn’t always work out the noun etc.), self-quizzing – great video using parallel texts here, look, say, cover write – I usually ask students to use A4 paper/landscape/ write max. of 3 chunks in L2 they want to learn underneath each other/write the chunks in L1/fold/say/re-write in L2/ fold/say/ re-write in L1 like an accordion until they know the chunk. The act of writing and verbalising is important so the chunk gets embedded into long-term memory, post -its, flash cards – it is important to mix them so students don’t practice/revise them in the same order etc. Guided practice – giving students plenty of opportunities to study worked examples with the teacher – you could use a visualiser to look at WAGOLLS but also address any misconceptions and common mistakes that students make when submitting their work. Giving tasks that build confidence, scaffold and support, especially in mixed ability classes (you could choose what scaffold is needed for a specific student, some might not need a scaffold at all). These scaffolds are then gradually reduced to partially completed examples right through to students’  independent practice. Examples of scaffolded tasks – inspired by Kim Davies Independent practice – it is important to give students plenty of opportunities to practise especially when it comes to spontaneous talk starting from year 7. The Conti approach in my opinion gives plenty of opportunities to do so in a variety of ways and builds students’ confidence, so when it comes the GCSE oral exam, it is not something they feel they can’t do because they didn’t have enough exposure to and consequently was intensively crammed mostly during year 11. If the steps above are addressed sufficiently, students will be able to practise independently. I have done this with my students successfully when preparing them for their speaking assessment last year. More on how I did it in a future post. Examples of independent practice (pyramid inspired by Kate Jones) Based on Gianfranco Conti oral scaffold Structured reflection – modelling our own thinking, setting appropriate level of challenge, promote metacognitive talk, explicitly teaching students how to organise and effectively manage their independent learning  helps students to develop their own metacognitive skills. Encouraging self-regulation through effective revision. All of the strategies mentioned above can be extremely useful when teaching students how to revise effectively. Revision is a word that is at the very top of every teacher’s and school’s agenda especially when it comes to year 11 and GCSE examinations. I have been teaching for over 16 years now and ever since I have qualified as a teacher, from my NQT year up to now being an experienced teacher – HOD, effective revision methods have been of an interest to me. However, like for many of us, with the experience over the years, my view and approach to revision has changed greatly. Early on in my teaching career, revision often was going over the key Grammar points such as tenses, opinions, cases, adjectival agreements and word order, leaving the vocabulary learning for home time ‘revision’. There has been a lot of discussion about students’ study habits outside of the classroom including re-reading of notes and/or highlighting key information. My students not being an exception, would often approach their home revision by looking through their notes, re-reading them; the more diligent and motivated ones would design colour coded flashcards, use highlighters and make their notes in exercise books look beautiful. I have also observed that the students with the beautifully prepared revision resources would be almost exclusively girls. HOWEVER the question is: Using these strategies are our students able to retain what they are trying to learn? The research is very clear: re-reading and highlighting of notes can work short-term while cramming, but doesn’t always last long-term. There is an interesting article on note-taking (another popular strategy) which looks at its complexity and potential benefits and concentrates on ‘Retrieve-taking’ – a strategy that will enhance learning, published by retrievalpractice.org. Re-reading whilst looking at the notes especially, gives students the false feeling of ‘I know this. I can remember this.’ What about if the access to the notes isn’t there? Can they still remember it? Effective strategies such as self-quizzing and answering practice questions are hard work as they make students struggle to remember things but that is what makes it effective as mentioned by Mark Enser who has written a very detailed and evidence-based post on revision strategies (where he is sharing his Revision clock method) for the Heathfield Teacher Share blog here. His post has given me a lot to reflect on… The Heathfield Revision Clock This is what I do to support my students: General advice for my students: BE ORGANISED! Create a revision timetable for each day – what subjects are you going to revise each day – revise subjects you have next day the day before and follow the advice of your subject teachers. Make sure you find a quiet place in your house where you can concentrate and work, put your phone away (I stress this with parents as well), switch of the TV. This might sound silly, but make yourself comfortable – get your drinks, snacks… I, personally don’t recommend listening to music while revising as I find it disruptive, but I haven’t researched this. Do not revise for hours – cramming – less and more often is the key, especially when it comes to languages. Make sure you give yourself time for hobbies and relax as well. Look after your well-being. Specific advice for Languages: At  the start of the academic year I provide my year 11 students with a folder. The folder will contain : A revision timetable (schedule) with each week mapping out key skills and knowledge (vocabulary) I would like students to revise. The revision schedule has been also put on a padlet (embedded on our school’s website)- an idea I have seen used by @BotonesSalgado who has written a great post on how she uses padlet in her teaching here and by Ceri Anwen James (in Welsh) on Facebook. Topics will be interleaved and in languages skills/grammatical structures are transferable naturally. Set of role play cards – these could be from the previous examination cycle or a mixture Set of picture – based tasks – these could be from the previous examination cycle or a mixture Knowledge organisers / Sentence builders – these would include key vocabulary / structures / chunks for each Theme (please note that students would be familiar with these as they would have used them in previous years). Translation work book – structured translation work book which was originally created in Spanish by @ChrisMFLTandL (pinned post on his profile) and adapted to German by @SJBarnes81 (shared on Teaching German Facebook group). This work book is excellent as it includes the mark scheme criteria and makes students check and reflect on the translation as well. Structured writing work book – this is a new addition – created by @MrBCurrier and adapted to German by me. These materials can be used for home revision or during revision sessions in class where I model revision techniques I want them to use. For revision to work I think it is also very important to involve the parents as well, therefore on their revision timetable students have a column that is for parents to sign that their child has completed the revision set for that week. During Parents’ Evenings I had parents often asking me how they can support their child and this way they can be in control as well. The key for me is that revision should be happening throughout the course not just before the exams or in special ‘intervention’ sessions. I believe that if students are working well, completing meaningful and purposeful HWK, retrieving knowledge regularly in lessons there should not be need for after school intervention. However, if this is needed for some reason i.e. student’s long-term absence, it should be targeted to 1-4 students. Too many times I have witnessed intervention sessions after school with 20+ students – this is not intervention, but teaching a full lesson after school!!! I am not claiming to be an expert and I am sure there are educators out there who have extensively researched this field and also tested various strategies in practice who could comment and share their expertise and experiences. If you are reading this and you are one of them please leave a comment. I would really appreciate your input or critique. Developing metacognitive strategies to encourage independent learning #independentpractice #metacognition #revision #Modelling #selfregulatedlearning #guidedpractice

In our department, we are committed to ensuring that our approach to marking and feedback for Modern Foreign Languages is both effective and conducive to student learning. Recently, we undertook a comprehensive review of our current strategy for Key Stage 3 . This reflection was driven by a critical question: Is our marking and feedback strategy fit for purpose? In this post, I would like to share insights from our review process and the steps we are taking to enhance our approach. Is Our Current Strategy Fit for Purpose? Upon reviewing our current marking and feedback policy / strategy, we asked ourselves several key questions: Does it meet the diverse needs of our students? Does it provide actionable insights for improvement? Are we striking the right balance between formative and summative assessment? We found that while our strategy had strengths, there were areas for improvement. For instance, while teachers were providing regular feedback, it was not always clear whether this feedback was effectively guiding students’ progress. Moreover, we identified a need for greater consistency in marking across the department to ensure all students received equitable support. Book Look Book looks are a valuable practice within our department, conducted jointly as a team during our scheduled morning briefings on Thursdays and Fridays, providing an opportunity to review student progress and ensure adherence to our departmental policy. This process involves systematically reviewing students' exercise books to assess the quality, consistency, and development of their work. Teachers check these books regularly, as per our departmental guidelines, to monitor the range of tasks completed, the feedback provided, and students' responses to that feedback. By doing so, we can identify patterns in learning and areas that require additional support. Book looks also help ensure that marking practices are consistently applied across the department. This reflective practice is integral to maintaining high standards and supporting continuous improvement in teaching and learning. An example of our book look proforma Reviewing Our Marking/Feedback Schedule To address these issues, we also scrutinised our marking and feedback schedule. A well-structured schedule is vital for ensuring timely and relevant feedback. We focused on identifying key formative and summative pieces and clarifying our rationale for selecting these specific pieces. Formative Assessments: These are embedded throughout our curriculum to provide ongoing insights into students’ progress. Formative assessments include Retrieval Practice: vocabulary quizzes (these are self-marked by the students), verbal feedback throughout the lesson, MWBs, oral presentations, and short written tasks. The rationale for these is to give frequent, low-stakes opportunities for students to practise and for teachers to identify and address learning gaps promptly. Summative Assessments: These occur at the end of each term and include comprehensive tests covering reading, writing - written feedback is given, listening, and speaking skills. The rationale here is to evaluate cumulative knowledge and skills, informing our reporting system and helping us measure the effectiveness of our instruction. By identifying these key points, we ensure that our assessments are purposeful and that the feedback provided is timely and targeted. Clarifying Departmental Marking Expectations and Schedule Clear communication within the department is crucial for maintaining consistency in marking and feedback. We have established a detailed marking schedule, outlining specific dates for formative and summative assessments and when feedback should be provided. This schedule is shared with the entire team to ensure everyone is aligned. Additionally, we have set clear expectations for what constitutes high-quality feedback. Feedback should be specific, actionable, and constructive, helping students understand their strengths and areas for improvement. Alongside addressing obvious errors like spelling, we always include a concept target, such as the example below (correct word order for a grammar issue). It should also encourage students to take ownership of their learning, prompting them to reflect on and act upon the feedback received. Part of the feedback lesson is then dedicated to whole-class feedback, where the teacher addresses common mistakes observed across the class and provides students with time to complete their green pen feedforward tasks. *An example of written feedback: year 7, Summer term *An example of feedforward task completed: year 7 , Summer term Standardisation and Moderation: Ensuring Consistency and Fairness To further enhance consistency and fairness, we have introduced standardisation and moderation processes for the marking of key assessment pieces. This involves: Standardisation Briefings: Before marking begins, we meet to discuss and agree on the criteria and standards. We use exemplars, including What A Good One Looks Like (WAGOLL) samples, to illustrate the expected standard of work. Moderation Briefings: After marking, we hold moderation sessions where we review and discuss a sample of marked work. This helps to ensure that the marking criteria are applied consistently and that any discrepancies are addressed. These processes not only promote consistency but also provide professional development opportunities for teachers, enhancing their assessment literacy and confidence in making accurate judgments. Conclusion Our review has reaffirmed the importance of a robust marking and feedback strategy in supporting student learning in MFL. By identifying key formative and summative assessments, clarifying departmental expectations, and implementing standardisation and moderation practices, we are better positioned to provide meaningful feedback that drives student progress. As an Academy and department, we remain committed to continuous improvement, ensuring our practices evolve to meet the needs of our students and teachers alike. By fostering a culture of consistent, high-quality feedback, we empower our students to achieve their full potential in Modern Foreign Languages, preparing them for future success. *The feedback checklist on the writing task is based on a stamper designed by MFL teacher, Camille Miralles and adapted for German and our marking policy. Camille's stamper is designed for French and Spanish and can be bought here: https://www.classroomcapers.co.uk/mfl-marking-feedback-teacher-stamper-ea700-01.html

As the 'newish kid on the block' in terms of the new GCSE MFL specification in England, incorporating read-aloud activities in the modern language classroom offers numerous benefits, including improving listening comprehension, pronunciation, vocabulary acquisition, and fostering a deeper understanding of the language and culture. In this blog entry, my goal is to highlight a range of activities that I have either implemented or plan to incorporate into my classes. While some of these activities align with those I already use in my own classroom, there are numerous new ones that have been graciously shared or created by my colleagues. I will strive to acknowledge their contributions to the best of my ability. Nevertheless, these activities have been compiled by colleagues who may have encountered them elsewhere but can't recall the source. Therefore, if you notice an activity that originates from your original idea and you haven't been credited, please let me know, and I will update the post accordingly with proper attribution! The main aim of this post is to share good practice within our Languages Community!🙂 Examples of activities: A multitude of fantastic colleagues shared these activities on social media. On X: @FrauLehrerin12: „Swap and Stop“ (pupils have a sentence on a strip of paper, walk around reading to each other & swapping every time until I (or another pupil) says „Stop“ & randomly chooses one of the sentences (usually projected on the board) for the winner. "Find your partner": Pupil has one part of a sentence (e.g..: 'Ich mag Deutsch. / I like German.') goes around constantly repeating their phrase, the partner that they need to find might have: 'weil ich gern Sprachen lerne / because I like learning languages.' & also walks around repeating it until they‘ve found each other. @ZHighflyer: Playing some kind of authentic song in the background and they have to try and read above the music! Works well! @LouiseECurryMFL: "Quiz Quiz Trade": Write phrase or sentence in target language and English on bit of paper. Pupils move around class. Read aloud in TL. Partner should try to translate (can give hints). Then partner reads theirs, translates, swaps papers, moves on. Low stakes and lots of reading aloud. @FrauVonRonn: Mine love "Trap Door" texts: texts with variables to choose from, then guess what your partner has by reading the full text with one option, taking turns and restarting from the top every time they make a mistake. We also like "Loopy Texts": a longer whacky narrative where TL (German) sentences and their translation alternate, and they read that in pairs, one language per person, on a loop until I say stop. @the_smudgy: "FASE Reading Beat the teacher": You have a few sentences of language on the board colour coded. You challenge the class to take it in turns to speak. 'I'm red, you're blue.' I always make sure they've heard me speaking it first. Then swap the colours around. Teacher says red, class says blue. You could split the class in two and get them to compete against each other. Second round: quick fire questions: How do you say...? Either Target language to English or vice versa. The best bit is, it's really low prep and some of my most reluctant classes will have a go. Third round: you can start to cover up words as part of a memory game. Fourth round: questioning - which word contains the sound...? You can include loads of differentiation. @ChrisMFLTandL: "Little fingers, little ears": After a 3 2 1 countdown, all students read a text simultaneously. Seems to reduce anxiety as everyone focuses on their own reading. Teacher circulates, picking up on difficulties, mispronunciation - original idea by BarryNSmith79. @BotonesSalgado: "Any reason": Some sentences on the board, students work in pairs & take turns to read them, they can read up to 3 sentences in one go within their turn but the person who reads the last sentence is the loser. Another is "High 5": Apee with a sentence in it, students go around and read the sentence to different people, who translate. When they find someone with the same sentence as them, they do High 5 (chócala, in Spanish). @spanishsam: "Coloured reading": Version 1: sentences in different colours. Teacher reads one and pupils say the colour in TL before teacher reaches the end (then doing pairs). Version 2: Teacher reads sentence and pupils have to read the same sentence more quickly and reach the end before the teacher. Again, play in pairs. @GanzhornMs: " Dice reading": Six sentences on the board. Students throw a dice and read that sentence. Then increase challenge by doing the same English to TL. Helps memorising new structures. @MrHawkesMFL: "Hands up when": Student A closes their eyes, student B writes a word from sentence builder on w/b and shows to whole class. Student A reads from sentence builder and when they say the hidden word first hands up in the class gets the point then repeat. @MrFrancisMFL: "Red, blue, amber, green": Have a text for students to read aloud. Select words (could be random or could be used to identify core grammar points/items of vocab). Colour them in the colours above. Students read aloud - maximum of 4 words a time - in pairs. Red +1 point, blue -1, amber +3. @MelThompsett: I read short text 3 x (with English translation),I narrate pronunciation challenges & then get individual students to read sentences from text - lots have a go. I’m effusive about their fab reading. I know who might struggle so I read short bit for them to mimic-so everyone’s successful. On Facebook: Secondary MFL Matters & Teaching German: Gisèle Cortese: In pairs, they take it in turns to read a text but they can only read 1, 3 or 5 words. The person who reads the last word loses. For a few weeks I dictate the date and title of the lessons, then I progress it to a volunteer to read it out to the class - original idea by Best_Lesson_Ever Christelle Bernard: "Bingo with Sentences": I have about 10 to 12 similar sentences on a slide eg: j’ai un chien, j’ai deux chiens, j’ai un chien noir etc…. Ask the pupils to pick 5 of them and write them down in their books. Then I start calling them out , either in TL (French) if it is a the start of the teaching sequence and I want them to hear the words over and over or in English if I am checking understanding. Once a pupil has their 5 sentences called out he/ she wins. We repeat the process but with 4 different sentences and the winner doesn’t have to write anything as he/she calls out the sentences. My pupils really like it and get their listening well focussed. Helen Tamsin: "Shadow reading" (but this is my own adaptation of a Conti activity) - students in pairs, reading a text broken down into lines. Optional pre-activity would be to highlight any tricky sounds we've talked about in Phonics focused activities to draw their attention to it. Otherwise if the text is just on the board, just highlight tricky sounds in a different colour to draw attention. One student is the Reader first, other one is the Shadow. The Reader counts down 3,2,1 and starts reading. The Shadow must try to read at the exact same time as them. The Reader makes this difficult by speeding up, slowing down, randomly stopping! If the Reader makes the Shadow come 'unstuck' they get a point. If the Shadow makes it to the end of the sentence without coming 'unstuck' they get a point. Then swap roles! The kids get really into it. Bernie Saline: "Popcorn reading": ask student to read a line or a sentence and stop. Call out a name and that student must pick up and continue reading. (To be honest I'm not sure if this one reduces anxiety, but it's something they're quite used to doing in English, so generally ok!). "Student dictation": one student reads text. The other must try writing it down. This one is student centred pair work: good for lowering the anxiety levels. Sarah Caroline: My classes like playing "21 dares": I just play with 11 sentences though as teach KS2. They can read out 1,2 or 3 sentences ( it could be adapted to 1, 2, 3 words) but the person who says number 11 loses. Makes them recycle a lot of language. They could even write their own if you wanted it to be a longer activity. Marie Massè: This is an idea I got from Rachel Hawkes a few years ago at the Language show in London. I put a dialogue on the board. Person A, Person B, prior learning language. First time, students read aloud the dialogue, exactly as it is. Then, second time, students add some emotions, they may read aloud as an angry person, happy person, confused etc… and then third time, they change the information underlined. The second reading makes it very fun, lots of angry reading or funny characters They forget they are reading aloud. Usually lots of gestures as well, lots of smiling faces in the room. Jayne Pritzlaff: "Fast and furious" with some gaps to spontaneously fill in. I read aloud and point to the text then stop, they shout the word I’ve stopped at - usually a tricky one or one they all get wrong a lot but they’re all shouting it together so less stressful. Nicole Wiessmann-Hubbard: "Reading train": first student in a group reads first sentence, next student in that same group reads sentence one and sentence 2, third student in the group reads sentence 1,2 and 3 and so on. I time them. The second group then does the same and tries to beat the time and so on. My students really like the competition element. I always give them time in pairs to practice first and you could give them the option of organising the group themselves from weaker to stronger. Additional activities referenced by colleagues include: 'Sentence builders reading', 'Mind reader', 'Sentence stealers' (original ideas: G. Conti), 'Reading Battleships', 'F Factor' (original idea from McKie Mastery Power Phonics & Power English) , 'Be the last one', 'Paired reading', 'Algo game', 'Back-to-back dictation', regional accents, and emotions... Last but not least, a heartfelt "THANK YOU" to everyone who has generously shared their classroom practices! I am confident that your contribution will leave a meaningful impact on every colleague who reads this post, and it will undoubtedly influence my own practice as well!