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One of the six pedagogical principles of expert teaching is modelling, a research-informed strategy demonstrating to our students how to apply the essential knowledge and skills that they have acquired through our explanation to a variety of contexts. This can be achieved through admiring/ showing off work of other students. In Doug Lemov’s book ‘Teach like a Champion’, this strategy is referred to as Show Call. Lemov describes it as a type of ‘Cold Call’ which calls for examples of written work to be displayed to the class. He states that champion teachers use this technique to maximise rigor and accountability as well as to draw attention to examples of excellence in student work. In my practice, I use many examples of modelling, such as live modelling, de-construction, construction or co-construction of a model answer. I also regularly use comparison models and models of excellence created by students themselves. From my observations, my students are most likely to relate to a model of excellence which has been created by their peer. If this model sets the bar high, they often feel more inclined to have the self-belief that they can reproduce it. Sharing models of excellence is an excellent way of presenting students with concrete examples of the success criteria or for analysing specific linguistic structures, when they are completing a set activity. To demonstrate this, an example of conversation that I would have with the students in the class could be as follows: “Ok everyone, please look at how Harry is making use of subordinating conjunction in his 130-150 word writing task: ‘ Der Kuchen hat mir geschmeckt, obwohl er ziemlich ungesund war.’ It is important to remember that subordinating conjunction will enhance our work and earn us more marks for range of language and accuracy. Could you give me other examples of subordinating conjunctions that we could use to enrich our writing? … Olivia?” (Cold Call) Show Call strategy is highly effective when I need to improve students’ ability to manipulate and produce a specific aspect of language, i.e use of tenses, conjugation or a specific structure by drawing their attention to it. For this, I often use my visualiser to model students’ work live and to highlight the specific aspect. It is important to remember, when we are teaching in our classroom, our students are operating first and foremost from their working memory, which is extremely limited and gets overloaded easily, therefore using ‘Show Call’ helps to harness students’ working memory. In his book ‘Memorable Teaching’, Peps Mccrea elucidate on this: ” If we want to control what our students learn, we’ve got to be intentional and specific about what they should be attending to.” The purpose of Show Call is to ‘create a strong incentive to complete writing with quality and thoughtfulness by publicly showcasing and revising students writing – regardless of who volunteers to share.’ (Lemov, Teach like a Champion 2.0) This is just one example of how I model and explain new knowledge and skills that my students need to acquire. For more on modelling, see my previous post – Live modelling. Examples of work used for Show Call – year 11 *Examples of work used for Show Call – year 9 *Examples of work used for Show Call – year 7 *templates by Elena Díaz-20 keys. #livemodelling #Modelling #ShowCall

Both pronunciation and phonics instruction relate to sounds. Phonics are used to teach reading to learners and pronunciation is about improving spoken communication. Phonics refer to a teaching method which focuses on decoding skills, such as grapheme-phoneme correspondences / spelling-sound rules or phonological awareness. Whilst there is evidence supporting the fact that teaching phonics in L1 may help with recognition and pronunciation of individual words and improve reading accuracy, it does very little for reading comprehension (Smith & Conti, Breaking the sound barrier, 2019). However, L1 phonology differs from L2 phonology and many of us have observed in our own classrooms over the years of our teaching experience that our learners often carry their knowledge of L1 phonology into their MFL lessons. This often leads to poor and inaccurate pronunciation which also affects other skills, especially listening as students struggle to recognise and decode TL vocabulary in speech thus affecting their comprehension. In terms of SLA, the research suggests that students need to pronounce/say a word/chunk or a phrase correctly several times to transfer it accurately into their long-term memory (Woo & Price, 2015). Sounding words out and saying them aloud also supports more durable retention and storage in long-term memory (via Language teacher toolkit: Steve Smith’s blog). In 2016, The Teaching Schools Council conducted the review of language teaching pedagogy in England (Bauckham). Based on observations of lessons and interviews with a vast number of teachers, the review concluded that there should be a planned approach to teaching phonics, hence the three pillars of progression – phonics, vocabulary, and grammar. With the launch of the new GCSE imminent, NCELP’s, MFL Review’s as well as Ofsted Subject Review’s heavy focus on teaching of phonics, many teachers worry about the ‘correct’ way of teaching phonics in their classrooms. Whilst grapheme-phoneme correspondences will become naturally established though routine practice of all four skills within our classroom, there are some instances when teaching phonics explicitly is the most appropriate approach, this applies for example to teaching French where the differences are more complex (liaisons, silent letters etc.) or specific characters in German or Spanish (ß, ä, ñ). As a teacher of German, I use the embedded approach to teaching phonics. This seems to work for my students. So, instead of planning a structured lesson purely on phonics, I teach phonics and pronunciation within our communicative practice. When introducing new vocabulary, chunks, SB, we annotate the SB for pronunciation first. I train my students from the first lesson in year 7 to use the same annotation for each letter/sound (not introducing all at the same time – maybe 4 at a time). We extensively practise sounding out new vocabulary with me modelling accurate pronunciation and using activities such as: I say/you say say it loud say it in a silly voice whisper it tell it to your friend I say a word/students finish it I start a sentence/student finishes it reading aloud We have a lot of fun with this, and students love it! After modelling and extensive work with the SB, we carry on practising using dictations/translations and other listening activities. This practice is completed on MWBs (there is nothing written in ex.books at this stage, most of the work is oral or on MWBs). This is important for me – the teacher as I can immediately see, how my students are doing and whether I need to adapt my teaching – responsive teaching – formative assessment. Examples of activities: normal dictation delayed dictation gapped dictation simple translation minimal pairs faulty echo listening pyramids All of the listening work here is done with my own resources ‘live’, later on I also introduce recorded listening using vocaroo or attaching recording made on my phone via dictaphone. I try to use other colleagues’ voices as well or other native speakers, sometimes our own students that are native speakers. Much later on we move to listening tasks from the course book, so students are sufficiently prepared for formal examinations and know what to expect. I use a lot of online platforms, such as lyricstraining, teachvid, easy German, Deutsche Welle – Nico’s Weg, songs to encourage independent learning as part of the homework as well. In summary, I don’t teach phonics in isolation, they are and always were an integral part of my lessons. There are of course occasions when I teach certain phoneme-grapheme links explicitly, especially with my lower-attaining students but in most of lessons phonics teaching is embedded and practised via the four language skills. For more on listening, please read this post where some of the activities are explained in more detail. #phonics #phonology #pronunciation

“Motivation is complex and invisible which makes it hard to understand.” Peps Mccrea: Motivated Teaching Human beings have always been concerned with motivation – a notion of how to get themselves or others to act or behave in a certain way. We – teachers are no different. Throughout our professional career and day-to-day life, we struggle with how to motivate ourselves but also our learners in our subjects. Our students often find it challenging to generate the effort and persist at the tasks they are given to them – to motivate themselves. In many instances, they are motivated by external (extrinsic) determinants such as reward systems or grades, however, frequently some of our learners are motivated by their interests, long-lasting values, or curiosity from within – by so called intrinsic motivations which are not necessarily recognized by external rewards. The interplay between the extrinsic forces acting on persons and the intrinsic motives and needs inherent in human nature is the territory of Self-Determination Theory.’ (selfdeterminationtheory.com, 2022) The evidence behind the SDT informs us that to facilitate intrinsic motivation in our learners we need to fulfil their three psychological needs: autonomy, competence, and relatedness. For the development of intrinsic motivation, it is essential that our learners feel that they have a choice in what they are doing, they feel they can do it – self-efficacy and that they feel connected. Having taught in secondary education in England for the past 18 years, over the years I have often heard colleagues complaining about their students’ lack of motivation in language learning. Talking from my personal experience and pupil voice I have conducted on this issue, the most common responses from my learners have been the following ones: Most people around the world speak English anyway so they feel there is no need to learn another language which requires a lot of effort and takes up a lot of time to learn to a ‘decent’ level, so why ‘waste’ the energy… They don’t see how languages could be relevant to their careers, they don’t want to work or live abroad. They don’t have the cultural awareness or ‘closeness’ to other communities or cultures. They don’t believe they can learn another language as languages are perceived as difficult and only people who are academic can learn them successfully. They lack the self-belief – self – efficacy in their ability to learn them. So, the questions that pose themselves are: How can we – teachers (who are so passionate about languages and who can list an x number of reasons why to learn a language) convince our students not to give up on such a useful skill – superpower? How can we support and motivate them? Getting it right at KS3 Each student that arrives in our classroom brings with them varying degrees of knowledge, cultural experiences, aspirations, backgrounds, and preconceptions. At many schools, students are assigned a language based on, a tutor group or half/half split which can often result in students being assigned a language they might not been so keen on or the school might teach only one language… Therefore, the aim of many language teachers is to turn that ‘frown upside down’ from the very first lesson and to continue inspiring and motivating them. This might be easier said than done! 1. The Teacher To address the issue of languages being perceived as difficult, it can be highly effective to share our own language learning journey including our own struggles, showing our photographs, sharing our stories and experiences living in another country as for many of us, our teachers are the ones who inspired us to learn a language. Many of us will remember fondly a teacher who inspired us. As M(F)L teachers there is a strong chance, the teacher taught languages. They inspired us because of their passion for language, expert knowledge of the subject, enthusiasm & encouragement. How they guided us on our journey from complete novice to advanced linguist, the cultural anecdotes they shared with us, how they made the language meaningful & relevant within the walls of the classroom. This is what we want to relate to our students to foster their intrinsic motivation. The teacher really can make a difference! 2. The Curriculum During the pandemic and the first lockdown, I had the time to review our curriculum and engage with the most recent educational research, including SLA more deeply and decided to re-design our curriculum completely in a way that would enable our students to develop their self-efficacy and consequently improve their motivation and attitudes towards language learning. So, what did we do? First and foremost, we ditched the textbook and the purely didactic approach! I, the Subject Leader, studied the most recently discussed approaches on language teaching: Teaching languages via academic – grammar-based approach (NCELP) Teaching languages via parallel texts à la Michaela style Teaching languages via E.P.I (Conti) Teaching languages via TPRS As I reviewed these four approaches, I felt that the E.P.I approach would be possibly the best fit for our context at KS3. We have researched, read upon, attended CPD and talked to colleagues/community about the E.P.I approach. Based upon what we found out, we decided to modify our KS3 SOW/curriculum to follow its principles. We agreed on a format we wanted, used the textbook as a guide in terms of identifying the essential knowledge (vocabulary, structures) we needed to teach our students as this would lead to our GCSE course (5-year learning journey). We wanted these to be aligned to ensure coherent sequencing. As a team we have divided and shared the workload to create new resources and worked on lesson sequences. This is the path we follow in year 7-8, in year 9, 10 and 11 we use more blended approach and combine more varied pedagogical approaches based on the needs of each individual class. To read in more detail about the E.P.I approach including the different tasks that we use or development of each modality, search the blog archive, please. 3. The cultural aspect ‘Teachers in many schools report that languages remain confined to the languages classroom, and this leads to pupils not seeing the real world benefit.’ (Language Trends 2020, British Council). Learning about the culture of another country is equally important. Children are naturally curious and when young they are more open to something ‘unusual’, to particularities of different cultures and ways of life. This ‘story telling’ that I have mentioned above, will bring the culture to ‘life’. Cultural events, trips, exploring traditions and festivals, playing with maps and creating activities which are relevant, will bring the purposefulness. There have been many webinars organised by Linguascope on incorporating culture into the languages curricula presented by various mfltwitterati for secondary teachers, such as Suzi Bewell, Isabelle Jones, Claire Wilson and many others available in the Linguascope staffroom as well as by Association for Languages Learning – ALL, presented by Judith Rifeser, Crista Hazel, Esmeralda Salgado etc. #relatedness #selfefficacy #intrisic #competence #motivation #extrinsic #autonomy

Yesterday, I had the honour to speak at the researchEd National Conference about the topic of Scaffolding or Differentiation in Languages classroom, sharing some useful strategies and ideas that have worked for me in my school context and meet so many dedicated teachers/educators in person (some of them shaping real changes/policy in current pedagogy and practice, nationally). On Saturday, over 1500 teachers from all over the world came and gave up their time to learn and develop themselves further as professionals. The atmosphere was unbelievable. Tom Bennett, the founder of researchEd, Hélène Galdin-O’Shea and the team have organised a truly unique event for colleagues to meet, collaborate and connect to discuss the current research and developments in education in the U.K. I have had multiple requests to share the slides of my presentation, so here they are free to download. researchEd 2022 presentation #researchEd

In the dynamic landscape of modern language education, the quest for effective teaching methodologies that enhance students' ability to know and remember more has led us to explore unconventional approaches. One such approach gaining traction is the philosophy of "less is more" — a paradigm shift that challenges traditional notions of quantity over quality in language instruction. In this blog post, I delve into the cognitive principles behind the idea of knowing and remembering more by teaching less in the modern language classroom and their impact on outcomes. I will be considering the following aspects: Cognitive Load and the Struggle for Efficiency: The Cognitive Load Theory (CLT) posits that our brain has limited capacity for processing information. When students are bombarded with excessive material or complex tasks, cognitive overload occurs, hindering effective learning. Embracing the concept of "less" acknowledges the importance of streamlining information to enhance comprehension, retention, and overall language acquisition. This is especially highly relevant when learning and teaching another language in classroom (school) setting as the allocation of the teaching time is often limited and does not support the SLA research of ' little and often'. In other words when learning to communicate in another language we need to have a regular exposure to it ideally, via all 4 modalities. Unfortunately, we - language teachers in U.K. classrooms, usually, do not have these conditions and we have to prioritise. More on Cognitive Load Theory in Languages classroom, strategies and some concrete examples of how I manage CL in my own practice in my previous post here. The Power of Focused Instruction: Prioritising Essential Concepts: By identifying and prioritising core language concepts, teachers can guide students through a focused learning journey. This involves selecting high-frequency vocabulary (especially, verbs), essential grammar rules, and cultural nuances that form the foundation of effective communication. There are many different approaches to teaching of L2, I believe the best one is the one that fits your own context and class. If one approach is not having an impact on learning, let's explore another one or indeed a combination of approaches (this is what works in my own context). Scaffolded Learning: Rather than overwhelming learners with an abundance of information, scaffolded learning breaks down language acquisition into manageable steps / chunks. Starting with the basics and gradually increasing complexity allows students to build a solid linguistic foundation while minimising cognitive load. More on how I use scaffolding in my own classroom inc. some examples of scaffolded tasks read my previous post on Scaffolding or differentiation here. Example of scaffolded resources: Spaced Practice and Retrieval Practice: Spaced Practice: Research suggests that spacing out learning sessions over time enhances memory retention. Implementing spaced practice involves revisiting and reinforcing previously learned material at intervals. This strategic approach ensures that students revisit essential concepts, reinforcing their understanding and preventing the forgetting curve. Retrieval Practice: Encouraging students to actively recall information through retrieval practice is a powerful tool. This involves frequent low-stakes testing, quizzes, and exercises that prompt students to retrieve and apply previously learned language elements. Retrieval practice not only reinforces knowledge but also strengthens long-term memory. More on retrieval practice as well as selection of different activities, see my previous post here. Examples of RP tasks: Quality Over Quantity: Focused Assignments: Rather than inundating students with an abundance of assignments, focusing on quality assignments fosters deeper understanding. Assignments that encourage critical thinking, application of language skills, and creativity contribute more significantly to students' linguistic growth. Although 'drills', at times, also have their place in learning, too often we see in the classroom practice that our students can chant and recite verb paradigms or grammar rules but fail to apply and transfer this knowledge when producing the language in context orally or in written form. Meaningful Feedback: Providing timely and targeted feedback on 1 or 2 key aspects of language proficiency is more impactful than overwhelming students with extensive corrections. Meaningful feedback helps students understand their strengths and areas for improvement, fostering a growth mindset. More on feedback and its application in my previous post here. Example of feedback sheet adapted from template by Elena Díaz In conclusion: In the ever-evolving landscape of modern language education, the paradigm of knowing and remembering more by teaching less is grounded in cognitive principles that prioritise efficiency and depth of understanding. By adopting focused instruction, spaced practice, retrieval practice as well as providing our learners with opportunities and environment for purposeful extensive practice, and emphasising quality over quantity, we can pave the way for a more effective and enjoyable language learning experience in the limited conditions that we often have. Ultimately, it's not about the sheer volume of content covered but the depth to which students engage with and internalise the essential elements of a language, the exposure, and opportunities to practise (communicate) extensively and with purpose thus ensuring a solid foundation for future proficiency. However, to become a proficient speaker in another language takes much more effort than just engaging with the language in the classroom. It requires an effort outside the classroom and opportunities to engage with the language using all media available. It is a long-term process which needs to be consistently and regularly nurtured like any skill we want to retain for life.

Achieving success in GCSE exams is a challenging journey for all students, but those with the lowest prior attainment often face unique obstacles in the modern language classroom. Recognising and addressing these challenges is crucial for creating an inclusive and supportive learning environment. In this blog post, I will look at potential barriers to learning and some effective strategies to help students overcome them. Potential Barriers to Learning: Low Reading Age and Low Literacy in English (L1): Students with a low reading age in English may struggle to comprehend written material in the target language. This barrier can significantly hinder their progress in the classroom. To address this, we can incorporate strategies such as making use of sentence builders, simplified texts, parallel texts, visual aids, and multimedia resources to make the content more accessible. Poor Oracy Skills: Effective communication is essential in language learning, and students with poor oracy skills often struggle to express themselves, this consequently affects also their communication in the target language. Classroom activities that promote oral communication, such as register routines, weather routines, choral drills, group talk, role-plays, and presentations, can help build confidence and improve verbal expression. These would be scaffolded via oral scaffolds, please see practical examples in this section of my blog: Speaking Example of oral scaffold (G. Conti) Prior Perceived "Failure" in Languages and Low Self- Efficacy: Students who have experienced perceived failure in previous language learning endeavours may harbour negative attitudes towards language learning. Creating a positive and supportive classroom culture is essential to change these perceptions. Recognising and celebrating small achievements can boost students' confidence, self-efficacy and motivation. Languages Not Valued: Some students may come from backgrounds where languages are not highly valued. In these cases, it is essential to highlight the practical benefits and cultural enrichment that language learning can bring. Connecting language skills to real-world applications and showcasing success stories can help our students recognise the value of languages. Taking part in projects, email exchanges, trips, exchanges (even if virtual) can be invaluable. We can take advantage of online platforms such as jamboard, padlet, wakelet, flip... etc. to collaborate with schools from other countries. Additional Needs: Students with additional educational needs, such as learning disabilities or language-related challenges, require tailored support. Individualised education plans, students' passports, extra support sessions, and collaboration with SEND professionals can ensure that these students receive the specific assistance they need to succeed. Key principles and classroom application: In understanding and addressing the challenges faced by students with the lowest prior attainment in the modern language classroom, we can draw upon relevant educational research, research into SLA and key principles that inform effective teaching strategies. Here are examples of a few essential theories that underpin successful language instruction: Vygotsky's Zone of Proximal Development (ZPD): Vygotsky's ZPD emphasises the importance of scaffolding, where teachers provide targeted support to help students accomplish tasks just beyond their current level of competence. For language learners with low prior attainment, scaffolding can take the form of guided practice, peer collaboration, and structured language activities to bridge the gap between what students can do independently and what they can achieve with assistance. For more information and practical examples, please see this post: Scaffolding or differentiation Example of structured RP task Krashen's Input Hypothesis: According to Krashen's Input Hypothesis, language acquisition occurs when learners are exposed to "comprehensible input" slightly above their current proficiency level. For students with low prior attainment, we - teachers should carefully select materials that are challenging yet accessible, at least 95% comprehensible input (ideally 98%) is recommended. Incorporating multimedia resources, visual aids, and real-life examples can enhance comprehension and engagement. For more information and practical examples, please see these series of posts by G. Conti: https://gianfrancoconti.com/category/language-acquisition-principles/ Self-Determination Theory (SDT): SDT posits that individuals are motivated when their basic psychological needs for autonomy, competence, and relatedness are satisfied. For students with low prior attainment, fostering a sense of autonomy by allowing them to make choices in their learning, providing tasks that match their competence level, and creating a supportive and inclusive learning community can enhance motivation and engagement. For more information and practical examples, please see this post: This one is on motivation or blog by L. Printer: The motivated classroom Sound - spelling theory: In language teaching, the sound-spelling theory plays a crucial role in helping learners connect the spoken and written components of a language. This theory, also known as phonics, focuses on the relationship between sounds and their spellings correspondences in a language. Incorporating sound-spelling principles into language instruction can significantly enhance learners' ability to decode, pronounce, and spell words accurately. More on Phonics and examples of practical activities, see this post: Phonics. Cognitive - load theory: offers a valuable framework for language teachers seeking to optimise instructional practices in the classroom. By understanding the different types of cognitive load and applying principles that reduce extraneous load while promoting germane load, we can create an environment that supports effective language learning and enhances students' overall proficiency in a target language. More information on CLT, in this post: CLT. Memory model Model from Oliver Lovell’s Sweller’s CLT in action book Understanding Sound-Spelling Theory: Phonetic Awareness: Sound-spelling theory emphasises development of phonetic awareness, which involves recognising and manipulating the sounds of a language. This awareness is foundational for language learners as it enables them to associate spoken sounds with written symbols. Sound-Spelling Correspondence (SSC) or Grapheme-Phoneme Correspondence: A fundamental aspect of sound-spelling theory is teaching the correspondence between graphemes (written symbols/spelling) and phonemes (spoken sounds). For example, in English, understanding that the letter "c" can represent the /k/ sound in "calm" and the /s/ sound in "centre" is crucial for accurate decoding. Application in Modern Language Teaching: Building Basic Literacy Skills: Sound-spelling theory is especially valuable in the early stages of language learning when learners are acquiring basic literacy skills. By explicitly teaching the relationship between sounds and letters, we can lay a strong foundation for reading and spelling proficiency. Improving Pronunciation: Integrating sound-spelling principles helps learners develop accurate pronunciation. When students understand how letters or combinations of letters represent specific sounds, they can pronounce words more authentically and with greater confidence. Enhancing Spelling Proficiency: Sound-spelling theory aids in improving spelling skills by providing a systematic approach to understanding the rules and patterns governing the language. Learners can apply these principles to spell words correctly and with greater independence. Facilitating Vocabulary Expansion: Sound-spelling instruction contributes to vocabulary expansion. As our students become adept at decoding unfamiliar words based on their sound-spelling patterns, they can independently explore and learn new vocabulary. Practical Strategies for Implementation: Phonics Activities: Starting with the easiest phonemes and ensuring students can write / spell them, segmenting them into components, recycling them and adding more complex sounds ( Ruth Miskin: Read Write Inc. website). Annotating SBs or parallel texts à la Barry Smith can prove to be one of the effective strategies to start with. We can incorporate phonics activities that involve matching sounds to corresponding written symbols. These activities can range from simple word-picture matching exercises to more complex tasks like decoding sentences. Word Families and Patterns: We can focus on word families and recurring sound patterns within the language. Teaching learners about common prefixes, suffixes, and root words can help them recognize and decode a broader range of vocabulary. Interactive Learning Tools: We can utilise interactive learning tools, including online games, audio-visual resources, and educational apps, to reinforce sound-spelling connections. These tools make the learning process engaging and enjoyable for our students. Multisensory Approaches: It is also important to implement multisensory approaches that engage multiple senses in the learning process. Activities involving listening, speaking, and writing can reinforce sound-spelling connections more effectively. Examples of some activities: choral repetition - drills I say/you say say it loud say it in a silly voice whisper it tell it to your friend I say a word/students finish it I start a sentence/student finishes it reading aloud normal dictation delayed dictation gapped dictation simple translation minimal pairs faulty echo listening pyramids In conclusion, supporting students with the lowest prior attainment in the modern language classroom is a multifaceted challenge that requires a holistic and individualised approach. By addressing potential barriers and implementing effective strategies, we can empower these students to not only overcome obstacles but also thrive in their GCSE language exams. Creating an inclusive and positive learning environment is the key to unlocking the potential of every student, regardless of their starting point. Referrences: L. Vygostky: https://www.simplypsychology.org/zone-of-proximal-development.html S. Krashen: https://www.youtube.com/watch?v=yiIx__MXouM G. Conti: https://gianfrancoconti.com/category/language-acquisition-principles/Self-Determination L. Printer: Blog J. Sweller: https://www.sciencedirect.com/topics/psychology/cognitive-load-theory R. Miskin: Read Write Inc. website

This blog post was written by Isabelle Jones. “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. (Wilkins, 1972) About the author of the post: Isabelle Jones has been teaching languages in secondary schools in England for over 30 years. She was Head of Modern Languages in 2 different schools for 18 years, taught both French and Spanish from KS2 to A Level as well as some German and EAL. She is currently an Associate Assistant Headteacher in charge of ITT, educational visits, EAL and external CPD. She is a Fellow of the Chartered College of Teaching, a proud  member of ALL National Council, a qualified translator and interpreter, an author and reviewer for a range of online platforms and publishers, a Spanish A Level marker and a regular speaker at educational events. She spoke at the researchEd National event in London in September 2023, and she is the organiser for researchEd Cheshire 2023 and 2024. She also enjoys sharing good language practice and educational research on X @icpjones Even before OFSTED published its Research Review for Languages in June 2021, all languages teachers were already very familiar with the 3 pillars of progression in the curriculum: phonics, vocabulary and grammar. Although I felt some things were missing from the review such as the impact of cultural awareness and verbal communication, one of the points highlighted that caught my attention was the differences between intentional and incidental learning and the golden thread that “teachers should not leave learning to chance”. Why focus on vocabulary instruction? Although teaching vocabulary is obviously not a new thing, formal vocabulary instruction is historically a neglected aspect of foreign language teaching. It is also in many respects the foundation of grammar acquisition, as using good examples of structures with already embedded vocabulary will support the internationalisation of the grammatical structures. How do we learn words? Research suggests intentional learning is more efficient and leads to better recall. It is most useful in the earlier stages of learning a language and it results in better short- and long-term retention. Intentional learning can include practising words out of context, synonym and antonym work and selecting the correct meaning from a set of options. Explicit teaching of vocabulary should also create some opportunities for implicit learning with words being worked out from comprehensible input in the later stages. What kind of words? Although looking at the different tiers of vocabulary seems straightforward, it can mean something substantially different for native and non-native speakers of English: Tier 1: high-frequency words learnt through speech e.g. good, eat, talk, look Tier 2: more academic words which need to be explicitly taught e.g. contradict Tier 3: subject-specific terminology e.g. photosynthesis, metamorphosis For example, Tier 1 vocabulary will need to be explicitly taught to non-native speakers as they may have missed the stage when it can be learnt through common day-to-day occurrences and interactions. Tier 2 vocabulary can be inferred quite easily and become cognates / near cognates for  non-natives if their first language is Latin-based and developed enough to understand what these words mean, with the same principle applying to the understanding of Tier 3 vocabulary. So… What does it mean to know a word? It certainly means more than what most people think! According to Paul Nation (2013), there are three dimensions of knowing a word. However, as we can see from the list below, these are with many other considerations: Form •       Spelling •       Pronunciation •       Morphological knowledge (e.g. knowledge of specific prefixes, suffixes) Meaning •       Word-meaning •       The role of context in defining meaning •       Synonyms and antonyms Use •       Understanding correct usage •       Collocations (knowledge of how words combine in natural usage) •       When to use and not use a word The vocabulary curriculum As a Languages team, it is important to agree on the criteria for selecting words to be taught as part of our curriculum, especially at KS3 as there is a need to ensure that students build solid foundation for broader linguistic development as well as prepare for the future demands of GCSE. Equally important is the need to share techniques for introducing and consolidating vocabulary,  ways to help students memorise and practise using new words as well as help them collect and recycle vocabulary. Last but not least, remember to teach “word stories” through etymology and “word-building” through morphology. This will encourage students to learn vocabulary as part of word families and develop their understanding of how words can be constructed and de-constructed to express themselves and make sense of more complex texts and utterances. References •       Boers, F. (2021). Evaluating second language vocabulary and grammar instruction-A synthesis of the research on teaching words, phrases and patterns. Routledge •       Breadmore, H.L., Vardy, E.J., Cunningham, A.J., Kwok, R.K.W., & Carroll, J.M. (2019). Literacy Development: Evidence Review. London: Education Endowment Foundation. •       Conti, G., Smith, S. (2021). Memory: What every language teacher should know •       Horst, M., 2013, Mainstreaming Second Language Vocabulary Acquisition, The Canadian Journal of Applied Linguistics, 16,1: 171-188 •       Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951. •       Webb, S. (2007). The Effects of Repetition on Vocabulary Knowledge. Applied Linguistics, 28/1, 46–65.

This year (March, 2023), I attended Eva Lamb's session at the Language World Conference organised by the Association for Language Learning (ALL) on using songs in MFL classrooms. As a result of her session, I have started to explore the use of song in my own classroom, especially with my GCSE classes to support them with building up their vocabulary and help them with their listening and pronunciation skills. In the dynamic landscape of language education, we - teachers are constantly seeking innovative methods to engage our students and enhance their learning experience. I believe that one particularly effective and enjoyable approach involves incorporating music into our curricula. Songs have proven to be powerful tools for teaching modern languages, offering a unique blend of linguistic, cultural, and emotional benefits. In this blog post, I will explore the myriad advantages of using songs as educational resources and delve into practical strategies for implementing them in language classrooms. The Linguistic Advantage: Language acquisition is a multifaceted process, and songs can contribute significantly to its development. Music provides our learners with exposure to authentic pronunciation, rhythm, and intonation, helping them develop a more nuanced understanding of the language. By listening to songs, students become attuned to the natural cadence of speech, which may differ from the often scripted and slower pace of traditional language lessons. Moreover, songs offer a rich vocabulary and diverse linguistic structures, presenting learners with a broad range of language elements. Through repeated exposure to lyrics, students absorb new words and phrases effortlessly, reinforcing their memorisation and retention. This learning process facilitates a more intuitive grasp of grammar and syntax. Cultural Immersion: Beyond linguistic benefits, songs provide a gateway to cultural immersion. Music is deeply intertwined with the cultural fabric of a society, reflecting its history, values, and traditions. By exploring songs in a foreign language, students gain insights into the customs, lifestyles, and sentiments of the target culture. Teachers can curate a selection of songs that span various genres and time periods, allowing students to explore the evolution of musical styles within the context of the language they are learning. This not only broadens their cultural awareness but also fosters a deeper appreciation for the richness and diversity of the language they are studying. Emotional Engagement: The emotional impact of music is undeniable, and leveraging this emotional engagement can significantly enhance the language learning experience. Songs evoke feelings, memories, and personal connections, creating a more profound and memorable learning environment. When students connect emotionally to the lyrics and melodies, they are more likely to retain the linguistic content, like that song you can't get out of your head, and engage actively in the learning process. Practical Strategies for Implementation: Lyric Analysis: This encourages students to analyse song lyrics for vocabulary, grammar, and cultural references. Discussing the meaning and context of lyrics promotes critical thinking and deepens comprehension. Karaoke Sessions: This has worked well with my younger learners; my year elevens were not so keen on this. I suppose, singing in front of your peers might not be so cool. The group is also quite big - 26 students. I might try it with my smaller year 10 class as there are some who are also quite into drama. We shall see... each class has a different dynamic. The idea is to organise karaoke sessions where students can sing along to the songs. The purpose of this interactive activity is not only to improve pronunciation but also to boost confidence and foster a sense of enjoyment in language learning. Create Language Tasks: Teachers can design language tasks around songs, such as gap-fill exercises, vocabulary matching, or role-playing scenarios based on the song's theme, which reinforces language skills in a contextually relevant manner. Cultural Projects: Assigning cultural projects related to the songs, such as researching the artist, exploring the historical background of a song, or creating a presentation on the cultural significance of specific lyrics is another great way to incorporate more culture into the curriculum and provide a sense of relatedness thus impacting students' motivation. Thematic Units: Integrating songs into thematic language units or specific grammar points. For example, creating units centred around love, travel, or daily routines or grammar points such as verb conjugation, perfect tense, or prepositions just to name a few, and selecting songs that align with each theme / point to reinforce vocabulary and expressions. ***Here are examples of songs for various purposes - source from Eva Lamb*** Songs to support themes: • Body Parts: https://www.youtube.com/watch?v=YgAwQ-YCB_8 • Days of the Week / Numbers 1-7: https://www.youtube.com/watch?v=QFfK4D3AAdg (for full lesson plan, see ALL Literature wiki): http://all-literature.wikidot.com/ • Food (fruit, vegetables): Das Schokoladelied: https://www.youtube.com/watch?v=Va2nGWTchBk • Supermarket Shopping / Adjectives: Edeka Werbung – Supergeil: https://www.youtube.com/watch?v=1BX5RlKIkfE • Directions / places in town: https://www.youtube.com/watch?v=gG2iAyEcM_g https://www.youtube.com/watch?v=ErhIDK2Vl9U • Prepositions: Wo ist die Katze?: https://www.youtube.com/watch?v=n4vacZfcK7E • Lieblingssachen: https://www.youtube.com/watch?v=-1GiqjueT7w Grammar: • Deutsch mit Herrn Antrim: https://www.germanwithantrim.com/learn-german-with-herr-antrim-german-grammar-vocabulary-learning-tips-more/songs-for-german-learners/ • Conjugation song – sein: https://www.youtube.com/watch?v=VOYAMqLQTkg • Conjugation song – haben: https://www.youtube.com/watch?v=dxtM8UVF3cA&list=RDm4ySHh6NzyU&index=9 • Romanze im Perfekt (Uwe Kind): https://www.youtube.com/watch?v=KPoVPTX76Io • Präpositionen mit Akkusativ: https://www.youtube.com/watch?v=diAdoQrBe_I • Präpositionen mit Dativ: https://www.youtube.com/watch?v=giEdWujIbic https://www.youtube.com/watch?v=K3DAYClQmhk • Tenses, modals, word order: https://www.youtube.com/watch?v=dN7UEzJmNz0 • Adjectival endings: https://www.youtube.com/watch?v=ZZs6OLcmt_M https://www.youtube.com/watch?v=9aJzTmi7Ms4 • Subjunctive: https://www.youtube.com/watch?v=xvJa-ffqTrM&pbjreload=10 Silly songs that stick in your head / highly 'addictive' 🤣🤣🤣: Schuhplatteln lernen !! Tanz mit mir in Lederhosen!!: https://www.youtube.com/watch?v=SpNjWFjUjdE Bewegt euch!! Turnen auf Deutsch!: https://www.youtube.com/watch?v=_kvTZay05Ng Geburtstagsständchen: Alpengruss: https://www.youtube.com/watch?v=BgEDYxWvCfM Rolltreppe runter …. (Lutscher hinter’m Ohr?): https://www.youtube.com/watch?v=tcbB7EvjjuU&t=127s Here is a GCSE playlist that I have shared with my KS4 classes, it was shared by a colleague during the Pandemic on social media. Unfortunately, I cannot remember the colleague's name. If this is your playlist that you shared, let me know, please, so I can credit you. GCSE Spotify play list – German artists and bands - Most popular 2020: https://open.spotify.com/playlist/3xpCeMvfpOUp6w8GqLXjCa?nd=1 More on listening, including some useful websites and some ideas of activities which can be applied to the use of songs as well, click here: https://www.fraubastowmfl.co.uk/post/listening-or-breaking-the-fear-barrier-1 I hope, you find this post useful and would love for you to share with me your favourite songs in the comments. References: More on using literature and songs in other languages than in German, i.e., French and Spanish, check out the ALL http://all-literature.wikidot.com/. Here you can find many resources and lessons share by Steven Fawkes, Eva Lamb and other colleagues.

Learning a language is a cumulative and dynamic process that involves acquiring, processing, and retaining vocabulary and structures. However, the challenge for us teachers lies in making this learning stick — ensuring that the knowledge acquired stays with our learners for the long haul. In our classrooms, where we teach mixed classes (in terms of students' attainment) and where new language (receptive and productive) is constantly added and adapted, it is crucial to teach our students strategies that enhance the retention of the old and new language and promote lasting understanding. Here, I will explore some effective methods I use in my own classroom to make learning stick. Active Engagement: One of the most powerful ways to make learning stick is through active engagement. Passive learning, where new language is simply just presented and not extensively modelled and practised via all modalities, often results in quick forgetting. I teach new vocabulary and structures through sentence builders. The reason I teach it like this is: The new vocabulary is introduced within a structure, so my students can see how the word behaves in context of the structure within the sentence which makes it more memorable and 'sticky'. I use a whole repertoire of interactive strategies, engaging my learners through hands-on activities, and interactive exercises which enhances retention. This encouragement of active participation creates neural connections that reinforces the learned language. To see what type of activities I use, have a look at an example of my lesson sequence here: Lesson sequence EPI / G.Conti - lesson's sequence example Retrieval, Repetition and Spaced Learning: Repetition has long been recognized as a key element in memory formation. However, it's not about mindlessly repeating language but strategically spacing out the repetition and retrieval over time. This concept, known as spaced learning, involves retrieving language learnt and practised at intervals, allowing the brain to consolidate it more effectively. Spaced learning has been shown to significantly improve long-term retention compared to cramming. Here is my post on Retrieval Practice and how I embed it in my classroom: Retrieval Practice in Language Classroom Examples of retrieval practice tasks Example of retrieval roulette: Mnemonics: Mnemonic devices are memory aids that help learners recall information more easily. Techniques such as acronyms, rhymes, or creating memorable associations can make learning both fun and effective. By connecting new language to familiar concepts, learners create mental hooks that facilitate retrieval. Recently, I have asked my colleagues on the Teaching German Facebook group to share some of their favourites and here are some of them: GERMAN 1. Genders and prepositions: rese / nese / mrmen - to remember definite articles for Nominative / Accusative and Dative case. DOGWUF - durch, ohne, gegen, wider, um, für - for prepositions that take the Accusative or FUDGEBOW - für, um, durch, gegen, entlang (a postposition!), bis, ohne, wider The mixed (two-way) prepositions can be memorised by reciting them to the tune of “Twinkle, Twinkle Little Star”: an, auf, hinter, neben, in, unter, über, vor, zwischen. 2. For verb endings (present tense) bEST TEN out of TEN (e, st, t, en, t, en) or est(ablished) 1010 or Every STupid Tortoise ENjoys Toilet ENtertainment or Every STrict Teacher ENjoys Telling off ENdlessly or Elephants STir Tea ENthusiastically To ENjoy 3. Pronunciation of -ei / -ie sounds “When I and E go walking, the last one does the talking” 4. Word order and subordinate conjunctions WEIL is so VILE that the verb runs a mile WOW DAD (weil, obwohl, wenn, da, als, dass Tickle Me Pink - Time, Manner, Place 5. Modal verbs and future tense structures: SWOSI (subject - werden - other stuff - infinitive) and SMOSI (subject - modal verb - other stuff - infinitive) FRENCH BANGS - adjectives which go before the noun: Beauty, Age, Number (ordinal), Greatness, Size CROISSANT - Connectives, Reasons, Opinions, Infinitive expressions, Subject pronouns, Star phrases, Adjectives/Adverbs, Negatives, Tenses (can be used for other languages too) AVOCADOS - Adjectives, Verbs, Opinions, Connectives, Adverbs, Descriptions, Originality (can be used for other languages too) A donkey says y en - order of pronouns STuPiD - consonants which are usually not pronounced at the end of the word SPANISH DOCTOR PLACE - use of the verbs ser (Date, Occupation, Characteristic, Time, Origin, Relation) and estar (Position, Location, Action, Condition, Emotion) DISHES - irregular subjunctives: dar, ir, ser, haber, estar, saber My Big Dog Poops Under Trees - qualifiers: muy, bastante, demasiado, poco, un poco, tan Real-Life Application: Linking theoretical knowledge to real-life scenarios reinforces learning and promotes its retention. Simulations, and practical exercises provide learners with opportunities to apply what they've learned in authentic scenarios. This not only solidifies understanding but also cultivates problem-solving skills. Therefore, opportunities such as pen pal projects, linking with schools from target language countries, use of wakelet, padlet, Flip, role plays in the classroom, market place, trips creating scenarios within the classroom can be invaluable. Visual Aids: Humans are highly visual creatures, and incorporating visual aids into learning materials can significantly enhance retention. Dual coding and infographics can simplify complex information and make it more digestible. Visual representations stimulate different parts of the brain, making it easier for learners to remember and understand the content. Here is more on dual coding in language classroom: Dual Coding Some examples of dual coding Continuous Feedback: Timely and constructive feedback is essential for the learning process. It helps learners identify areas of improvement, correct misunderstandings, and reinforce correct information. Incorporating feedback loops, quizzes, and assessments ensures that learners stay on the right track, promoting a deeper learning and understanding of the material. More on feedback, please click on this link: Feedback In conclusion, making learning stick is a multifaceted endeavour that requires a combination of effective strategies. By actively engaging learners, incorporating repetition, leveraging mnemonic devices, emphasizing real-world applications, utilizing visual aids and providing continuous feedback, teachers and learners alike can enhance the retention and application of vocabulary, grammatical structures and the language acquired.

On social media, I often see posts about the importance of creating the right school culture – routines, students’ behaviour and attitude to learning. These posts and discussions led me to think about the importance of the ‘soft skills’. Well, what are ‘Soft skills’ when it comes to language learning? The term ‘soft skills’ fundamentally refers to ‘social skills’, skills that we are not necessarily taught at school but are those interpersonal attributes that give an indication of high emotional intelligence and can have a huge impact on our life. They are the skills that employers are looking for and are so much needed in today’s society! However, many people are lacking them and therefore, perhaps they should be taught in schools! An important caveat though, for some learners, there might be neurological reasons such as autism, where these skills might be difficult or impossible to develop and this  should be also considered. An ideal place to develop them and to become proficient in them could be our language classrooms. People speaking another or multiple languages often get looked at with jealousy or admiration and asked the same question: “How did you learn all of these languages?” Is the success in learning other language(s) just for a select few? I think that anyone can become an efficient language learner by using those ‘soft skills’. The main purpose of learning another language is communication,  so how we chose to communicate with others falls under this category. In order to be successful in language learning as well as in life generally, students often need to be proficient in soft skills. Being able to accept feedback, being able to focus, being well-mannered, confident or simply just being a good listener are only some of these skills and the most successful people tend to have majority of them. For language learners, here are some of, what I consider, the most useful soft skills: Listening skills – We have two ears and one mouth for a reason! One of the most important receptive skills in language acquisition is the listening skill. When learning a language this is how learners encode and process information in first instance and in the early stage of language learning they need to listen more then they speak so they are exposed to the correct pronunciation of words as this can vastly improve their understanding of the spoken language. Resilience – Learning a new language takes time, even Rome wasn’t built in a day! Things will not always go to plan. There will be days when students will feel like they have made a lot of progress and other days when they haven’t. That is ok. By practising calmness students can feel less stressed, taking a break, going for a walk, catching up with a friend can give them the recharge that they might need to carry on again. Confidence & positive attitude – When students are successful they always feel more confident. They demonstrate the ‘I can do’ attitude. Setting small goals such as revising, studying, practising can also boost their confidence. Negative attitude especially when applied to language learning is most likely to make our learners want to quit. Positive people always look for new opportunities and challenges, they are more likely to take risks in the classroom without worrying whether they will get the answer right or wrong. It is our aim to support our students in building their self-efficacy. This could be achieved by adopting the right methodology that fits the needs and profile of our learners and our school context. Interpersonal skills – Confident, knowledgeable and patient learners know how to communicate with people from all sorts of different backgrounds, they know how to have constructive conversations. In order for them to achieve those skills, teaching cultural awareness and nuances is the key and should be a part of every curriculum map or SOW. Body language – We are teaching our students a new language, but a lot of our face-to-face interactions happen via body language and facial expressions as well. Body language, to a certain extent, can be universal, although there can be slight variations across cultures. Learning body language therefore can make talking to a native speaker in target language much easier and can avoid cultural ‘faux pas’! Problem solving skills – Sometimes students struggle with language learning, so having the ability to try different things and methods is very important. Modelling of metacognitive regulation is essential to encourage our learners to be more independent. Planning stage (before the task) – Have I seen this type of a question before? What strategies can I employ to tackle it? What should I do first? Monitoring stage (during the task) – Am I on track? How do I know? Do I need to change my approach? Evaluation stage (after the task) – What worked well? What have I learned that I can use in future tasks? Organisational skills – Being organised is a soft skill that is very desirable and also essential for success. Planning revision sessions, designing a homework timetable that learners follow will lead to success in language learning. Rehearsal and recall of structures and vocabulary, regular exposure to L2 will ensure that knowledge gets embedded in long term memory and over time will lead to fluency and mastery. Accepting feedback – Without feedback whether it is positive or negative, students won’t know if they are making progress.  They need to be aware where their gaps are and what they are doing well. Constructive feedback should be welcome as it will move them forward and keep them motivated to carry on. However, to be able to accept such feedback is a skill that has to be acquired too. Respecting others – Valuing and respecting the views of others is as skill that can be a challenge for some but it is so important in language learning. Respecting different cultures, different ways of life, beliefs go very much hand in hand with language learning and enables our learners to become global citizens. Teamwork – Language learning is a social skill. Students need to be able to work in pairs or teams, interact with each other as well as support one another. Our students will not develop their communicative skills in isolation completing worksheets and reading Grammar books. They need active interactions with each other, which will have to be structured and scaffolded to start with, but will become more automatic with practice. I believe, soft skills can play an important part in successful language learning, the ones listed above are only a few, so please, feel free to add and share some of yours! I hope you have enjoyed reading this post. #softskills

What ever term you use – knowledge organiser, sentence builder, parallel text or graphic organiser, ultimately it is a set of key vocabulary, structures or concepts which students need to know and be able to recall from their long-term memory (LM) to their working memory (WM) in order to achieve mastery in a topic, skill or a unit, facilitating the retrieval and application of this relevant knowledge. A single sheet of A4 paper with all of the essential vocabulary, sentence structures or Grammar concepts that together represent the schema of the topic or a skill. However, they are not entirely same, the main difference between them is how this knowledge is presented and organised. What are their benefits: Provide clarity for all parties – when designing a KO, SB, PT or GO teachers need to choose and plan very carefully the content that is the most valuable for students to remember and students need to understand exactly what is expected of them and have a clear target to work towards. Knowledge organiser should be seen as a planning, assessment and quizzing tool. Can aid spaced retrieval practice – regular retrieval practice is one of the most effective learning strategies which aids long-term retention. Learners can consistently be tested against their KO, SB or PT to improve the retrieval of knowledge stored in the LM thus continuously retrieving prior learning, identifying gaps in learning and closing these gaps as well as producing better organisation of the knowledge. See my post on Retrieval Practice. Can increase retention of facts – the core purpose of KO, SB, PT or GO is to reduce the stress placed upon cognitive load in the WM. By thoughtfully planning, presenting and through correct application of the key information, students will have more space in their working memory to learn the intended content and not become overwhelmed. Useful tool for inclusion – it gives all pupils access to the core knowledge they need, to be successful regardless of their socio-economic background, attendance or previous educations. They can be also scaffolded further if needed. However, KO/SB will never replace the expert in the classroom – the teacher! How to implement them successfully: they should follow schemes of work, mapping out the core knowledge – vocabulary, structures and Grammar concepts allowing connections to previous units or sub-topics to be considered. This could be presented using chunks, tables, diagrams (for Grammar structures) or themes. All content of a KO/SB should be covered in lessons.                            Powerful knowledge is specialised rather then general knowledge and is differentiated from the experience of students. (Young 2013) they should be presented in easy to read and accessible form for all students – try to avoid fancy difficult to read fonts, colour writing on colour background etc. For more information please see my post on ‘Dual coding’ here. It is also important to consider how information can be depicted to show links between concepts and structures in order to build complex schemas, help to develop recall and further understanding. it is essential to consider which foundational core knowledge/concepts learners will need to acquire before they work on others, this will then allow for thoroughly sequenced lessons and schemas. It can be difficult to know what to leave out. explicit modelling will be needed for students to understand how to use a SB, PT or KO, for example showing them how to self-quiz. Recently, there has been a lot of talk about graphic organisers (word-diagrams) on Edutwitter with Oliver Caviglioli’s and David Goodwin’s new book – Organise Ideas – Graphic organisers for meaningful learning being published soon by John Catt Publications. If you are interested in how they are different and how they can be used to enhance learning, please see David’s blog here. I have used them with my GCSE classes to explain and teach Grammar concepts. Students have positively commented on the clarity of the information as well as easiness to follow the concepts when displayed in this way. Another form of graphic organiser is ‘The Frayer model’. Clare Seccombe (Light Bulb Languages) has just recently written a post about it where she explains how she uses it to teach accents in Spanish. See her post for more information and examples here. Example of a graphic organiser (GO) Example of a sentence builder (SB) Example of Parallel text by Richard Bellworthy Example of Grammar KO by Amelia Ainsworth on Facebook Frayer Model GO adapted from @i_teach_things Are they flawed? When used correctly and designed carefully, they are extremely useful. However, as they started to appear everywhere and became the newest ‘trend’ in education a few years ago, many schools and school leaders started to demand that every subject creates them and uses them for every topic or for every term. With many teachers not understanding the rationale behind them, many have used and implemented them incorrectly. In some instances the KO is simply just glued into exercise book serving little purpose thus being a mere waste of time and paper, but this certainly doesn’t mean that the idea behind them is useless (learningspy.co.uk). Like with every strategy there needs to be a ‘buy in’ by all stakeholders, if it is to be successfully implemented. In Languages, I have seen some KOs which are just slightly re-designed ‘fancy’ vocabulary lists with not a lot of thought in them. Lists can be useful and we use them in our lives a lot, however having the knowledge organised in meaningful context/chunks aids students’ memory better because it allows them to build schemas which link and support retention in their LM memory. There are also many good examples based on thoughtful approaches and research in terms of methodology (Sentence builders, Parallel text etc). If we want KOs/SBs to be a valuable tool that supports students’ learning in terms of retrieval and learning, we need to nurture the culture of self-quizzing. Therefore, our SBs are all uploaded to Quizlet, so students can use the sentence builders for self-quizzing HWK. They can also practise them via self-quizzing at the back of their exercise book. Here is a useful video demonstrating self-quizzing of parallel text by Mtree MFL. I personally think that the biggest flaw when designing a KO/SB or PT is that they become too ‘crammed’ and therefore not particularly useful and in some instances will cause cognitive overload. They are a tool, so if they work for you then use them, if they don’t, then don’t feel pressurised to do so. If using SBs/KOs created by others, I strongly recommend that you think about how you will use them or adapt them to suit your learners like you would with any resource created and shared by another colleague. My free Grammar Graphic Organisers are available for download here. Look forward to you comments, views, reflections or critique. References: https://www.teachwire.net/news/how-to-create-the-perfect-knowledge-organiser https://learningspy.co.uk/psychology/are-knowledge-organisers-flawed/ Young M (2013) Overcoming the crisis in Curriculum theory: A knowledge-based approach. Journal of Curriculum Studies 45 (2): 101-118 Ryan Hickman: Ercall Wood Journal, Knowledge Organisers #KnowledgeOrganisers #Paralleltexts #SentenceBuilders

For the past two years, my colleagues and I have been applying the E.P.I. Methodology designed by Dr. Gianfranco Conti which provides a detailed lesson progression sequence. As a modelling tool for presenting of the new target language chunks, we have been using sentence builders followed by a variety of tasks supporting learning and long-term retention of L2. I have already written more detailed posts on the M.A.R. phases of the sequence: MODELLING – core chunks are presented and modelled in context through listening and reading aloud using 98% comprehensible input. Students are gaining familiarity with the new language. AWARENESS RAISING – sensitises the students to the patterns/rules governing the target chunks formation and use. Grammar is recognised, but not taught explicitly. To read more about these two phase, please click here. RECEPTIVE PROCESSING – practising of the core phrases until students are absolutely receptively confident before moving on to producing them. The more exposure students have to the chunks, the more likely they are to retain the language. Intensive recycling through flooded input, controlled input, thorough processing. To read more about this phase, please click here. Structured production stage is the S in the Conti MARS EARS lesson sequence. It follows the Modelling / Awareness raising and Receptive Processing phase of the sequence. During this phase, my students carry out a lot of highly structured and controlled output tasks which recycle every chunk from the sentence builder as well as older chunks learnt and acquired from previous lessons or units. STRUCTURED PRODUCTION – application of intensively scaffolded and highly controlled production practice (Pushed Output). More ‘thinking’ and cognitive load is introduced, making students think back to what they have learnt so they can start to use it, but still with support of the sentence builder. Pop-up Grammar is included. EXPANSION – structures are learnt in greater depth and practised with old and new vocabulary. Explicit work on grammar and generative processing is introduced – students start to expand to language patterns. Less use of sentence builders, students are encouraged to really think! Interleaving is powerful here as we learn best through associative learning, by hooking the new to the old, by activating the prior knowledge. The core structures are practised with old and new vocabulary overtime through systematic recycling – some students might still need scaffolding. After plenty of semi-implicit practice, through deductive teaching or inductive learning, students learn the rules governing the target items in greater depth (i.e. verb paradigms etc.) This is the stage when I work on weaning my students off the sentence builder! As G.Conti amplifies, this is extremely important phase which mustn’t be neglected if we want to attain fluency and spontaneity. Activities that we use during this stage are: Mini WB activities (now include translations into German) Initial letters – rebuild the sentences in TL Dictations (running, delayed, mad) Mosaic translation Disappearing text translations Translation pyramid into TL Sentence chaos slides 1 pen 1 dice (more difficult translations L1 to L2) More challenging narrow reading / listening or comprehension tasks Missing letter, gap fills, short translations, word recall, short writing – modelled – guided to independent practice No snakes no ladders Oral Ping Pong translations Battleships Dictogloss Find someone who… Guess who/where Noughts and crosses For more ideas and activities, the Breaking the Sound Barrier book by Conti and Smith is a great resource and explains the rationale of this approach in great detail. You can also click on my resource page and you will be able to view some of these activities and download free templates which you can adapt to any language you teach. References: https://gianfrancoconti.com/ #expansion #ReceptiveProcessing #structuredproduction #Awarenessraising #Modelling #EPI