Guidance - Northern Ireland Curriculum

Languages are
Child’s Play
Guidance for Primary Teachers and Managers on a Successful
Introduction to Early Language Teaching and Learning
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Contents
Introduction
Why Teach Languages Early? 1
Part 1:
Introducing a Language Programme
2-4
Part 2:
Contributing to All Areas of the Curriculum
5-7
Part 3:
Delivering an Effective Language Programme
8-13
Part 4:
Integrating the Target Language into Classroom Routine 14
Part 5:
Recording Progress in Language Learning
15
Part 6:
Involving Parents and the Local Community
16
Appendix 1
Word Games
17-19
Appendix 2
Number Games
20-21
Appendix 3
Useful Websites
22-23
Appendix 4
Resources
24
Introduction
Why Teach Languages Early?
The Northern Ireland Curriculum aims to empower
young people to achieve their potential and to make
informed and responsible decisions throughout their
lives as individuals, contributors to society and
contributors to the economy and environment.
Early second language learning helps fulfil this aim by
enabling children to better understand themselves and
others, to appreciate the cultures associated with their
own and other languages and to know how their own
and other languages work.
“Second language learning improves children’s
communication and literacy skills, enabling them to
develop their aural and visual memory and encouraging
them to become clear and confident speakers as well
as attentive listeners. Children are helped to develop
a greater understanding of how language works by
exploring the similarities and differences between their
mother tongue and the second language.
Moreover, learning a second language serves to
consolidate ideas, concepts and skills already taught in
other areas of the curriculum and, when combined with
elements from the areas of Personal Development and
Mutual Understanding and The World Around Us, can
help to create a meaningful and real context in which to
develop children’s inter-cultural understanding.”
• Early language learning is most successful when the
language has a clearly defined purpose and is used
in a range of contexts spanning all subjects of the
curriculum.
• The acquisition of languages can enhance other
learning, including problem-solving, literacy, ICT
and Citizenship (JM Nash, Time, 1997; NL Komarova,
Proceedings of the Royal Society B: Biological Sciences,
2001, see http://royalsocietypublishing.org).
All this suggests that it is best to teach languages as early
as Year 1 and in the rich, stimulating environment of the
primary classroom.
When early language learning is well taught and planned
for, it can:
• promote positive attitudes and contribute to the
development of the global citizen (PDMU);
• develop a greater awareness of language,
consolidating basic structures and skills such as
listening and speaking, and increasing children’s
ability to analyse language features (Thinking Skills
and Personal Capabilities (TSPCs) and knowledge
about language);
The Northern Ireland Curriculum Primary Statutory Document, p49
• provide opportunities to use concepts and skills
children have already learned (across the Areas of
Learning and TSPCs);
There is growing evidence to suggest the following:
• enhance children’s self-confidence as they achieve in
their language learning experience (PDMU);
• The ability to learn a second language is highest
between 0 and 6 years. It is therefore highly desirable
that, from an early age, children should be exposed to
other cultures and languages at a time when they are
less self-conscious, naturally curious and more highly
motivated.
• develop personal and interpersonal skills such as turntaking, listening to others, working together in pairs
and groups (Working with Others and TSPCs); and
• begin to develop an awareness of the range of
possibilities available in the wider world (life choice
and Employability).
1
Part 1
Introducing a Language
Programme
Is Your School Ready?
This section will be of particular interest to those with
managerial responsibilities in schools.
Before embarking on an early language programme, it is
worth considering the staffing implications.
Firstly, it would be worthwhile to get the views of
the staff about which language they think should be
introduced and to whom.
• pedagogical skills specifically adapted for teaching
languages to young children; and
• the ability to develop practical classroom approaches
which recognise that the teaching of a second
language enhances and supports the learning of the
first.
Methods of Delivery
Finally, a whole school plan would need to be drawn up
identifying:
Once a school has decided to embark on an early
language learning programme, it must consider who
is to deliver the programme. There are a variety of
options, but the final choice will depend on the expertise
available in school.
• the nature and content of the language programme;
Classes might be taught by:
Secondly, it could be useful to carry out a staff audit to
identify the linguistic competencies of staff members.
• the staff involved; and
• the classes involved.
• the class teacher (with linguistic expertise and a
knowledge of the culture);
Successful Delivery
• another teacher in the school (with linguistic
expertise and a knowledge of the culture);
Research has shown that where early language learning
has been successful, the teacher has demonstrated the
following attributes:
• a high level of proficiency and confidence in using
the language;
• a love for the language and its associated culture;
• the ability to analyse and describe the language;
• a knowledge of the principles of language acquisition;
• a peripatetic tutor (with linguistic experience, a
knowledge of the culture and a sound knowledge of
primary methodology); or
• a language assistant (a native/near native speaker
with sound knowledge of primary methodology).
Each method of delivery is valid within the primary
context, and each method has its own advantages.
All methods of delivery can be successful.
2
Research suggests, however, that where possible the
class teacher is the best person to deliver the programme:
he or she knows the class better and is able to use the
language as part of the daily routine. For the language
experience to be positive, the class teacher must be
linguistically competent and confident. They should have
accurate pronunciation, knowledge and understanding of
how the language works, and familiarity with the culture
of the language.
Research has also demonstrated that a good primary
teacher who possesses the necessary linguistic and
cultural skills will know how to:
to develop a co-ordinated programme, with shared
perspectives and transfer of information by means of a
record of achievement or portfolio. A number of postprimary schools offer outreach work to local primary
schools, either through Specialist Language status or as
part of enrichment courses.
To ensure continuity and progression from class to class,
schools might devise and instigate a development plan
for early language teaching. The plan should address:
• teach using real language appropriate to the learners’
needs;
• choose appropriate materials (often available in the
classroom);
• adapt and simplify materials and tasks, e.g. retelling
stories and incorporating cross-curricular work;
• involve the learners actively;
• motivate the learners;
• encourage communicative interaction;
• use a variety of techniques to ensure comprehension;
and
• change and pace activities effectively.
Where expertise is not available within the school, you
may wish to use native or near-native speakers from the
community as tutors. This can be very effective, providing
they have had prior training in primary methodology and
they have a clear understanding of the linguistic ability
of the children. The school must also ensure that time is
set aside for collaboration between the class teacher and
the tutor, so the language experience becomes firmly
embedded in the primary curriculum.
Sharing Expertise
It is worth talking to other schools before embarking on
an early language learning programme. It would be a
good idea to contact your local Language Adviser to find
out if other schools in the area are offering a language
programme. If they are, setting up a cluster group would
allow you to share good practice, ideas and materials.
You could also consider involving the local post-primary
school as a means of ensuring continuity of learning.
This would require effective planning at an early stage
and involve both the primary class teacher and the
post-primary language teacher. The schools would need
• linguistic progression (see Lines of Progression in Early
Second language Learning )
• the sustainability of language teaching throughout
the school;
• the provision of staff;
• the provision of resources;
• in-service training and staff development, including
language refresher courses; and
• collaboration with other primary and post-primary
schools.
Which Language?
When planning for early language learning, schools might
consider:
• Which language is most appropriate?
– Which language do staff feel most comfortable teaching?
– Does the school have links with a school where the language is spoken?
– Are there children in the school who speak this language?
• Is the language taught in local post-primary schools,
and has this been planned for?
• Can continuity of teaching be assured if staff leave?
• What support is available from local agencies and the
community?
• Are there opportunities for professional development?
3
It is important to note that the choice of language is not
significant for children to have a successful language
learning experience; the transferable skills they acquire
through the experience are what count. In the early stages
of learning it is important, through careful methodology,
to develop a child’s fascination for language, to build their
confidence and self-esteem, and to enable them to learn
how language works by finding patterns and comparing
their own language with the new.
The key to success is effective planning, allowing children
time to progress in their learning in an enjoyable and
motivating environment.
Time Allocations
There are two main factors related to timing that a school
must consider:
• how much time is available to teach the language
within the busy primary curriculum; and
• how much time the children need to assimilate the
new language and make progress.
In the early stages of language learning, schools should
plan for short, frequent bursts of language, for example:
Follow-Up
Where the primary teacher is not the main deliverer of the
language programme, there are ways to ensure that the
programme is fully embedded in the primary curriculum.
The class teacher should consolidate the main lesson in
some of the following ways:
• Continue during the week to practise key phrases
taught in the main lesson.
• Use the language of meeting, greeting and praise
throughout the day.
• Talk about what the children have learned.
• Talk about aspects of culture, e.g. food, dress,
geography and history.
• Present a taught story, song or rhyme as part of an
assembly or performance.
• Develop links with a school in the target language
area.
• Investigate web links which could support the target
language.
• Encourage children to keep a diary or record of their
target language experience.
• daily 10 minute slots in the Foundation Stage;
• at least one 20 minute slot per week at Key Stage 1
with daily interaction and revision; and
• at least one 30 minute slot per week at Key Stage 2
with daily interaction and revision.
The key to a successful language programme is
frequency, repetition and progression. This leads to
effective communication.
4
Part 2
Contributing to All Areas
of the Curriculum
Once you have decided to embark on a primary
languages programme, it is important to note how it can
contribute to all Areas of Learning in the Curriculum. The
language programme can and should fit in with what
you are already doing, demonstrating that there is a real
purpose to language learning. The following are examples
of activities that the children might be involved in.
Language and Literacy
Listening and responding
• Listen to the target language (TL) as spoken by the
teacher, native speaker or voices on CD or video.
• Listen and respond physically to rhymes, poems,
stories and songs in the TL.
• Listen and respond to guidance and instructions for
classroom management or in PE lessons.
• Dramatise a story using costumes and props.
• Retell parts of a story, rhyme or song.
Communicating
• Take part in simple conversations in the TL with the
teacher or another child.
• Take part in group oral language activities.
• Express feelings.
Reading
• Research information on some aspect of the TL
culture using traditional and/or digital means.
• Begin to identify features of the TL, such as letters
with accents.
• Become involved in storytelling, showing
understanding by pointing to a picture, miming an
action or sequencing cards to retell a story.
Writing
Developing an awareness of sound
The Arts
• Distinguish between TL and English words by playing
’odd one out’ or picking out rhyming words.
• Begin to use simple words or phrases to label work in
the TL.
Art and Design
• Recognise and talk about features of the spoken
language, e.g. silent letters.
• Introduce and practise using the names of colours to
describe paintings.
Listening and remembering
• Draw, paint or make characters or scenes from a TL
story or poem.
• Perform simple finger rhymes and poems in the TL
accompanied by physical actions.
• Investigate the work of artists and designers from the
TL culture.
• Join in storytelling by chorusing or finishing repetitive
phrases.
• Make finger puppets or a simple jointed puppet to
use in role play situations.
5
Music
• Listen to, learn and perform simple songs in the TL.
• Introduce simple weather phrases and reinforce with
rhymes and songs.
• Create effects or add atmosphere to parts of a story
or action rhyme by adding sounds or music, such as
scary music for the wolf in the Three Little Pigs and
happy music for the end.
• Learn about animals in the TL country or about
endangered species.
• Introduce animal names using picture cards or toy
animals.
• Listen to and appreciate music from the TL culture.
Drama
• Mime TL words and phrases, or act out sequences
from stories.
Personal Development and
Mutual Understanding
• Add physical movements to songs and poems.
Learning dispositions
• Take part in role play exercises in the TL.
• Active, fun-filled language learning activities not
only provide opportunities to develop memory and
concentration but also motivate children, stimulating
their curiosity, encouraging them to persevere and
challenging them in an enjoyable, non-threatening
manner.
• Use realia (objects from the TL country/area) to create
a role play area in the classroom, e.g. a French café or a
Spanish shop.
• Use puppets to practise new language in a creative
and imaginative way.
• Children are encouraged to develop positive attitudes,
not only to language learning but to learning in general.
Mathematics and Numeracy
• Practise saying numbers in the TL.
Personal understanding
• Give instructions for programming roamers/Beebots
in the TL.
• During circle time, talk about names of children in
other countries and give each child a name in the TL.
• Sort, match and make patterns in the TL.
• Use puppets to teach feelings words, and reinforce
these by having the puppets take on the roles of
characters in a story and explain their feelings, e.g. ‘I
am afraid’, ‘I am angry’.
• Play with euros in role plays at the shop or café.
• Say and write the date in the TL.
There are many ways in which second language teaching
can reinforce and support mathematics and numeracy
strategies. For an extensive list of games associated with
numeracy, see Appendix 2.
Physical Education
• Learn and perform simple traditional dances from the
TL country/area.
• Teach words for simple body parts and reinforce
through action songs and games, such as ‘Head,
Shoulders, Knees and Toes’, ‘The Hokey Cokey’ and
‘Simon Says’.
Mutual understanding
• Appreciate ways we are similar and different to
children in TL countries/areas, e.g. the clothes we wear.
• Play games in the TL, such as ‘The Farmer Wants a Wife’.
• Become aware of our own culture and the cultural
heritage of others, their traditions and celebrations.
• Respond to simple commands in a PE lesson.
• Be aware of the diversity of people around the world.
• Play parachute games in the TL.
• Investigate customs in other countries associated with
special dates such as Christmas and Easter.
The World Around Us
• Use books, internet, a partner school or video to find out
about the lifestyle of children in the country of the TL.
• Compare our weather with weather in the country of
the TL using holiday postcards and photographs.
Health (Healthy eating)
• Discuss the food we eat and what we know about
food from the TL country/area.
• Introduce the names of some foods in the TL and use
them in discussions.
6
Ideas for Connecting Learning
Our Ideas for Connecting Learning (ICLs) provide effective
opportunities to incorporate language work across the
Areas of Learning. Here are a few examples:
• Houses and Homes – The Three Little Pigs; Little Bear
(furniture; rooms in the house);
• Bugs, Birds and Beasts – The Little Elephant (jungle
animals); Gregory the Gorilla Who Didn’t Like Bananas
(food);
• Whatever the Weather – Valentine Knows Best, Hugo
the Hedgehog (weather, seasons and clothes); and
• The Blue Planet – Rainbow Fish (sea creatures).
7
Part 3
Delivering an Effective
Language Programme
Methodology: Recommended Model for an Early Language Learning Lesson
Stage
Sample ideas and resources
•
•
Warm-Up Activity
What is my warm-up activity?
•
•
Learning Intentions
What are the learning intentions?
Presentation
How am I going to present the new language?
Practice
What strategies am I going to use to practise
the new language?
Conclusion
How am I going to conclude the lesson?
A familiar rhyme/poem/song
Throw a soft ball/toy to individuals to get
responses to previously taught questions
A Mexican wave around the class to practise
familiar words or phrases
A puppet
We are learning to:
• say what we are called;
• identify question words; or
• sing a song about ...
•
•
•
•
Picture cards
PowerPoint
Mime/Actions
Realia (objects from the TL culture)
•
•
•
•
•
•
Repeat using different voices
Respond physically to an oral stimulus
‘Repeat if it’s true’
Game
Song/Rap/Rhyme
Role play
•
•
•
•
A favourite game/song/rhyme
An ending song
A ritual activity
A celebration of success
Note that the teacher should ensure understanding at all stages.
8
Good Beginnings and
Endings
As with any good delivery, success is often determined
by an effective beginning. This gets children thinking
and speaking in the TL. You might choose to denote the
beginning of the lesson by establishing a ritual, such as
the appearance of a puppet or a familiar poem, song,
rhyme or action. This invites the learners into the magical
world of the language and its culture.
A quick revision of previously taught language ensures
that all the learners are comfortable with it before dealing
with any new material.
For example, you could:
• throw a soft ball or toy to a child while asking a
previously taught question – e.g. ‘How are you?’ – to
which the child has to respond;
• organise a Mexican wave of words or phrases around
the class, such as greetings or animal words (not
allowing the children to say the same as the person
before them makes this more challenging, and timing
the wave can add a fun, competitive element); or
• perform a known mime or action and have the
children chant the word or phrase which goes with
that action until you blow a whistle and change the
action.
Ending the language lesson well is equally important. The
learner needs to be gently led from the world of the other
language back into the normal classroom routine.
Recap on any new language taught, perhaps with a quiz,
before giving the children an opportunity to:
• say goodbye to the language puppet;
• take part in an ending song or rhyme; or
• participate in a ritual to celebrate the progress they
have made.
For examples of good starting and ending rhymes, see
CILT Young Pathfinder 6 – ‘Let’s join in!’ and the DVD
‘Languages are Child’s Play’ (ISBN 1858859875).
Games
Games are an important and fun part of an early language
learning experience. They help to develop children’s
auditory and oral skills in a non-threatening way and
can provide an opportunity to revisit material covered in
other curricular areas.
Games are a means of encouraging everyone to
participate, especially when a competitive element
is introduced. The children eagerly ask and answer
questions, practising a wide range of vocabulary.
When using games, ensure that:
• the children are familiar with the rules;
• t he children are aware of the language learning
intentions;
• the class knows the key phrases and vocabulary;
• opportunities exist to demonstrate the game;
• t he game is properly organised, e.g. it starts and
finishes at the right moment and uses adequate space
and the correct equipment; and
• there is an appropriate follow-up activity.
See Appendices 1 and 2 for a comprehensive list of
games. To help with planning, these are divided up into
Whole Class Games, Team Games and Pair and Group
Games.
You can also watch some games in practice on the DVD
‘Languages are Child’s Play’.
Songs and Rhymes
From a young age children are exposed to rhymes and
songs as part of their normal learning environment – so
it would make sense to continue this practice in a second
language learning programme. Songs and rhymes
make an important contribution to the overall language
development of the child, as they instil into the learner’s
mind a sense of the rhythm of the language and its
sentence patterns. Songs and rhymes help children in a
wide variety of other ways, including:
• appealing to all the senses;
• enhancing their oracy, literacy and numeracy skills;
• building their confidence;
• helping them to focus on enjoyment;
• concentrating their attention on sounds;
9
• helping them to memorise the language;
• integrating languages to support a cross-curricular
topic; and
• enabling the children to explore the culture of a
country through its traditional songs and rhymes.
All kinds of songs and rhymes can be used, such as:
• authentic songs and rhymes in the TL;
Storytelling
Storytelling develops listening skills, provides a good
model for pronunciation and grips the imagination.
Familiar stories, such as fairy tales, can help children
understand the TL. Other stories might link well with a
particular unit or theme. You can also make up stories to
practise particular language structures.
• made up songs and rhymes that practise a particular
language structure; or
Steps to telling a good story
• familiar songs and rhymes translated into the TL.
1) Identify the key vocabulary.
Well-known tunes that can easily be adapted to new
language include:
• Frère Jacques (e.g. numbers, greetings);
• She’ll Be Coming Round the Mountain (greetings); and
• My Darling Clementine (praise words).
Familiar songs and rhymes that can be found in
translation include:
• Happy Birthday to You;
• Frère Jacques;
• Hickory Dickory Dock;
• Twinkle Twinkle Little Star; and
• There Were Ten in the Bed.
Simple rhymes linked to the Thematic Unit ‘Houses and
Homes’ appear on the Primary Languages microsite in
French, German, Irish and Spanish. Follow the links from
www.nicurriculum.org.uk
You can also see examples of songs and rhymes in
practice in the DVD ‘Languages are Child’s Play’.
2) Present and practise the key vocabulary:
- using mime, picture cards or realia to help with meaning; and
- ensuring the children take part in lots of repetition games.
3) Tell the whole story through the first time.
4)
5)
Invite the children to join in the story by:
- miming;
- repeating key words or phrases aloud;
- finishing off sentences or phrases;
- playing memory games (e.g. ‘What comes next?’ ‘Who comes next?’);
- checking for understanding; and/or
- practising key sounds.
Develop the story by inviting the children to:
- match pictures and text;
- sequence picture cards to retell the story;
- listen to parts of the story and draw a suitable picture;
- listen to parts of the story and create a tableau; and/or
- act out the story.
6) Develop the story further by:
- using its key structures in different contexts; or
- embellishing the story by adding adjectives or extra details.
The Primary Languages microsite at www.nicurriculum.
org.uk has a number of stories in French, German, Irish
and Spanish. These link to the Thematic Units ‘Houses
and Homes’, ‘Whatever the Weather’ and ‘Bugs, Birds and
Beasts’. There are also suggestions for activities in the
Teachers section.
10
Other stories which work well in an early language
learning programme are:
Effective Use of Picture Cards
The Enormous Turnip
The Bad-Tempered Ladybird
Visuals are an attractive way to introduce, reinforce and
revise language. To introduce the language:
The Very Hungry Caterpillar
Farmer Duck
Dear Zoo
The Gruffalo
Mr Grumpy’s Outing
The Little Red Hen
• Show a picture card and say the associated word or
phrase. Encourage the children to repeat in a variety of
voices, e.g. loud, quiet, happy and sad.
The Gingerbread Man
Itchy Bear
Little Red Riding Hood
Peace At Last
You can see story-telling sessions in practice in the DVD
‘Languages are Child’s Play’.
• Show a picture card and have the children chant the
word/phrase until you blow a whistle. Then change the
card and have them change to the new word/phrase.
• Show a picture card and say a word or phrase. The
children only repeat if you have said the correct word
or phrase.
To reinforce and revise the language:
• Hide one picture card behind your back; the children
have to guess which one it is.
• P
lace all the picture cards on the board. The children
have to put the cards in the order you call them out.
• P
lace all the picture cards on the board, and ask the
children to close their eyes. Remove a card and allow
them to open their eyes. The first to say which card is
missing gets a point for their team.
• P
lace all the picture cards on the board and divide
the class into two teams. One member of each team
comes to the board. Say a word or phrase; the first to
touch the correct picture card gets a point for their
team.
11
• S everal children stand at the front of the class, each
holding a different picture card. Give the rest of the
class a chance to memorise who has which card. The
children then hide their cards and swap places. Ask
‘Who has...?’ (e.g. ‘Who has the football card?’); the
children have to remember the answer.
• S et up nine picture cards in a noughts and crosses
formation on the board. Split the class into two teams.
The children have to correctly name the word or
phrase associated with a picture card in order to place
their ‘x’ or ‘o’ in the grid.
• I ntroduce the written word(s) that go with each
picture card. The children have to match each picture
with the correct text.
• P
ut a number, colour or letter in the corner of each
picture card. Then ask children what number is ‘the
dog’ etc.
Role Play/Group and Pair
Work
Role playing is an excellent way of encouraging children
to use the language in particular contexts. The key to
successful role play is finding ways to practise the same
structures as many times as possible without the children
getting bored. There is a natural progression within the
role play:
• Role play with support: You could place the picture
cards on the board to guide the role play, changing
them slightly each time.
• R
ole play for a purpose, e.g. finding a partner: You
could prepare individual cards with one half of a wellknown partnership such as Tigger or Winnie the Pooh,
Pig or Wolf. Alternatively, choose a category such as
healthy and unhealthy foods. The children have to ask
each other an appropriate question to find a partner.
• C
ocktail party activity: The children prepare a short
conversation of a couple of exchanges. They walk
around the class until the music stops or you blow
a whistle. Then they have the conversation with the
person standing nearest to them until the music
starts again, and so on. Continue until each child has
practised the same conversation with at least five
others.
ole play creatively and independently: This could be
• R
where children role play using puppets, enact café
scenes, or simply make up their own conversations.
• To encourage the children to listen attentively
when another pair are performing a conversation,
it is a good idea to get the rest of the class to mime
out what they hear. They will already have learned
specific mimes for each word or phrase in the initial
presentation stage.
Using ICT
At no other time has technology been so important
in the teaching and learning experience of children.
The effective use of ICT in the language classroom can
enhance the linguistic experience of the children by:
• increasing their exposure to native speakers;
• providing new opportunities to engage their interest;
• giving access to resources on the internet;
• enabling remote teaching and learning; and
• increasing opportunities for independent learning.
ICT activities, such as use of the interactive whiteboard,
digital cameras and CD-ROMS, can be very motivating for
children.
CD-ROM
CD-ROMs provide a variety of material to practise
vocabulary. Video clips can provide authentic images
of life in areas where the target language is spoken.
Most CD-ROMs have interactive activities and games to
reinforce newly learned vocabulary.
PowerPoint
You can use PowerPoint to:
• present new vocabulary in pictures and words;
• retell stories using pictures from clip art; and
• p
rovide opportunities for the children to predict the
next line of text in a story.
• M
arket research: The children have to ask the same
question to as many people in the class as possible,
e.g. ‘What is your favourite colour?’, and note the
answer. You could present the results as a graph.
12
Video-Conferencing
Children can use the internet to:
The children could have their own individual puppets
with individual identities and personalities. Use these to
practise new and revise old language and structures in
pairs and groupwork. Initially, children could work with
their puppets on a one-to-one basis, practising previously
taught conversations and vocabulary such as ‘Hello,
how are you?’ ‘What is your name?’ From this they could
move on to working in groups or in front of the class in
songs and rhymes, so creating and enacting a variety of
effective role plays.
• explore websites for information about the TL
country/area; and
The appearance of a puppet can also be the symbol for
the beginning of the language lesson.
This tool can enable children to link up with classes in the
TL country/area to practise the language they have been
learning in a very real situation. If this is not possible,
children could perhaps link up with language classes in
another primary or a local post-primary school.
Internet
• a ccess websites with interactive activities for the early
language learner.
You can see examples of how puppets can be used in
practice in the DVD ‘Languages are Child’s Play’.
Desktop Publishing
Packages such as Microsoft Publisher can be used to:
• create banners to display in the classroom, e.g.
‘Welcome’ posters, labels for classroom objects and
signs for the school; and
• produce attractive and professional leaflets in the TL
that include photos from the internet.
Using Puppets
Puppets are an ideal method of introducing a second
language into the classroom, as children are often
less self-conscious about speaking in the second
language when using a puppet. They use the puppet to
communicate for real purposes while developing their
listening, speaking and communicative skills.
Children learn experientially through visual, aural and
kinesthetic involvement in a subject. Puppets are bright
and colourful, tactile and moving. They engage the child
as a whole person, increasing their interest in the lesson
and leading to deeper learning.
You can use a puppet to introduce and practise new
language. Using the puppet as a ‘native speaker’ can
provide a convincing, non-threatening role model for
the children. Generally children imitate conversations
conducted by the people around them. Using the puppet
gives them an ideal opportunity to practise this very
natural language learning strategy.
13
Part 4
Integrating the Target Language
into Classroom Routine
It is good practice to try to incorporate as much of the target language as possible into normal daily routine.
Very quickly, the children will become used to hearing and speaking the TL as a matter of course.
You can integrate the TL in a variety of ways:
• Greeting the class with ‘Hello’, ‘Good Morning’,
‘Good Afternoon’, ‘Goodbye’
• Asking ‘How are you?’
• Greeting visitors
• Taking the register (children can answer their
name with a given number, alphabet letter,
fruit, colour etc)
• Writing the date daily
• Completing a daily weather chart
• Using praise words, such as ‘Great’, ‘Well
done’, ‘Good effort’
• Using sanction words, e.g. ‘Quiet, please!’
• Simple class instructions, e.g. ‘Stand up’,
‘Sit down’, ‘Line up’
• Discussing healthy foods at break, e.g. ‘Who
has a banana?’, ‘Who has an apple?’
• Singing ‘Happy Birthday’
• Environmental print
• Comments in exercise books
• Spelling out words in the TL.
14
Part 5
Recording Progress in
Language Learning
It is very useful to keep a record of early language
learning. This allows you to reflect on a child’s progress,
and it gives children the opportunity to think about their
achievements. It also provides information which can be
passed on through the primary school and ultimately to
the child’s post-primary school.
You could make up a workbook including some simple
reading and writing exercises, for example:
• Match the English and TL phrases.
• Colour the correct spelling.
• Fill the gaps in the conversations.
An ‘I can now ...’ portfolio is an easy way to record
progress that is not too time-consuming. It is a way of
reinforcing learning intentions and encouraging the
children to reflect on how well they have achieved those
intentions, for example:
A vocabulary section in their workbooks or notebooks
would allow children to refer to words and phrases they
have learned whenever they need a reminder.
• ‘I can sing a song in Spanish.’
Children could create their own mini-dictionary of other
words and phrases they come across. This would give
them an opportunity to take ownership of their learning.
• ‘I can identify a question word in French.’
• ‘I can take part in a short conversation about the
weather.’
The children could tick boxes or colour in speech bubbles
to indicate when they can do what has been asked.
Alternatively, the number of smiley faces they colour
could indicate how confident they feel about what they
can do.
There should also be opportunities:
• for children to indicate what they like best and what
they dislike about learning the TL;
It is also useful to have a section for children to keep
some examples of work they have done, such as poems
and labelled pictures.
Stickers in the TL, which are readily available (see the
Useful Websites section), or home-made certificates
of merit can reward effort and celebrate success in
language learning.
For further information, see the details about the
European Languages Portfolio on the CILT website.
• for the class teacher to discuss with the children how
they learn; and
• to highlight the transferable skills that form part of
early language learning.
15
Part 6
Involving Parents and the
Local Community
When parents and those in the local community find out
about the early language learning that is taking place
in the school, many will be eager to get involved and to
experience what their children are learning.
• Celebrate the European Day of Languages with a
variety of activities. For example, give children the
opportunity to dress up in a special costume from
another country. (See www.cilt.org.uk for more ideas.)
There are many ways in which parents and members of
the local community can be involved in aspects of early
language learning and share in the children’s success.
You might consider some of the following:
• Hold a Flag Day: each class chooses a country and the
children come to school dressed in the colours of that
country’s flag. Arrange activities to teach the children
some phrases in the country’s language and about
food or customs from its culture.
• Incorporate songs, rhymes or role plays in the TL into
an assembly.
• Include a Christmas song or part of the Nativity in the
TL in the Christmas concert.
• Organise a TL concert in which each class showcases
something they have learned, e.g. a song, a poem, a
game, a rap or a short conversation.
• Invite parents and the local community to breakfast
or a café with foreign food items and the children
acting as waiters – all in the TL, of course.
• Send the children home with a CD of songs and
rhymes to practise with their families.
• Give parents a list of useful websites for simple
language learning activities.
• Find out if any parents are linguists or native
speakers, and ask if they could help out.
• Ask local post-primary schools if teachers from the
languages department – or GCSE or A-Level students
– could come out to support language activities.
• Invite families to come along to a special lesson
of holiday-specific vocabulary: a family holiday
language lesson.
• Arrange a festival day.
16
Appendix 1 Word Games
Whole Class Games
1. Bingo
Give all the children pre-prepared bingo cards with
pictures of words or phrases. Call out words and
phrases at random; when a child hears a word on
their card, they mark it off. Continue until someone
completes their card and calls ‘Bingo!’
2. Duck, Duck, Goose
Use a combination of two words or phrases in the
target language, such as ‘Hello, Hello, Goodbye’ or
‘Little Pig, Little Pig, Wolf’. The children sit in a circle.
One child walks around the outer edge saying
‘Hello, Hello’ as many times as they want while
tapping each child on the head. When they say
‘Goodbye’ to a child, that child has to get up and
chase them around the circle. The winner is the one
who sits down first. Alternatively, the child who
is told ‘Goodbye’ has to stand up and do a mime
for ‘Goodbye’. Then you can play the game in the
classroom, with all the children in their seats.
5. Fruit Salad
One child leaves the room, and the others hide
an object or picture card. When the child comes
back in, everyone else starts chanting the name
of the object (e.g. ‘Pencil! Pencil!’) in the TL. They
chant more loudly as the child gets nearer to the
object and quietly if they move further away, until
the object is found. This also works very well with
letters of the alphabet and numbers.
4. Four Corners
Place a picture card in each corner of the
classroom. The children move around while the
music plays, and when the music stops they
choose and move to a corner. In turn, the groups in
each corner shout out the word or phrase on their
picture card. You then choose a corner; the children
in that group are out and have to sit down.
The children sit in a circle. Choose a category, such
as animals or greetings, and give each child a mini
picture card representing a related word or phrase.
One child goes to the centre of the circle and calls
out a word or phrase. The children with that picture
card have to swap places, while the child in the
centre tries to take one of their places and leave
someone else in the centre.
6. Hot Potato
3. Find the Object
Alternatively, the children move around the room
until you blow a whistle or the music stops. Then
shout out a word or phrase, and the children all
have to go to the correct corner. The slowest is out.
The children stand in a circle. One child holds a ball
or soft toy and says one of their unit vocabulary
words or phrases in both English and the TL. If they
do this correctly, they may pass the ball to another
child, who repeats the process with a different
word. This encourages quick thinking in the TL.
7. Jump the Line
Have the children line up in front of you, one
behind the other. Hold up a picture card in each
hand. Say a word or phrase that describes one of
the picture cards; the children jump out of the line
to the left or right, in the direction of the correct
card. Those who jump the wrong way are out.
8. Kim’s Game
Show the class a collection of objects or picture
cards. Give them a few minutes to memorise the
collection, then cover it up. Challenge the children
to remember as many things as they can and name
them in the TL.
17
9. Pass the Parcel
Fill a bag with objects or mini picture cards. Pass
the bag around the room while music plays or the
children sing a verse of a song. When you stop the
music, the child holding the bag picks out an object
or card while the class chants ‘What is it?’ The child
holds up the object and tells the class what it is.
10. Simon Says
Use a number of previously taught words or
phrases that have accompanying mimes. Have the
children stand up. If you say ‘Simon Says’ and a word
or phrase, the children do the correct mime. If you
don’t say ‘Simon Says’, the children do nothing – if
they do a mime, they are out and sit down. To speed
up the game, the slowest to respond when you say
‘Simon Says’ can also be out.
11. Throw the Ball
Throw a ball or soft toy to a child while saying
a question, a word or a phrase in the TL. The
child replies with the answer, a mime or the
corresponding English word or phrase. This is a
good way to eliminate self-consciousness, as the
children do not have to put up their hands to
answer. They often answer before realising what
they have done!
12. Where is George?
This is a fun game to practise asking and saying
names in the TL. One child leaves the room for a
moment, while you give another child a soft toy or
puppet – called ‘George’ – to hide on their person.
The task is for the child who left the room to find
George by asking the others one by one ‘What’s
your name?’ Children who aren’t hiding George
answer with their own name, or any other name in
the TL. The child who is hiding George must answer
‘My name is George’ and produce the toy George.
18
Team Games
Pair and Group Games
1. Charades
1. Acrostic Poems
Working in groups or pairs, the children make
up acrostic poems using specific categories of
vocabulary such as animals or names.
After a game, reward the winners with a praise song
by putting simple praise words in the TL to any
well-known tune, such as ‘My Darling Clementine’ or
‘Frère Jacques’.
You might also want to invite the winners to choose
the next game, or a song or rhyme to finish the
session.
One person from each team stands up. Do one of
the mimes you have previously taught. The first
person to say in the TL what you are miming gets a
point for their team.
2. Relay Game
Place picture cards on the board. Divide the
children into two teams, and line each team up, one
behind the other, in front of the board. Give each
team a box with the words for the items on the
picture cards. Each child in turn picks out a word
from the box and sticks it on the correct picture,
then moves to the back of the line. The team that
finishes first wins.
3. Scavenger Hunt
2. Board Games
Give each team a list in the TL of objects to find. The
first team to come back with all the items on the list
wins.
Design a simple board game with some pictures on
certain squares. The children throw dice and make
their way around the board. If they land on a square
with a picture, they have to say the appropriate
word or phrase in the TL. The winner is the one to
reach the end first.
4. Stepping Stones
3. Dominoes
Place picture cards on the floor or stick them to the
board to represent stepping stones over a river.
Each team has to cross from one side to the other
by naming the picture cards correctly in the TL.
5. Which One’s Missing?
Show a number of objects or picture cards. Ask the
children to close their eyes, then remove one card.
The children open their eyes again, and the team
that guesses first which card you have removed
gets a point.
In groups, the children play dominoes using sets of
picture and word cards, question and answer cards
or TL expressions with their English translations.
4. Mnemonics
Each group makes up a silly mnemonic to
remember items of vocabulary or phrases, such as
the days of the week (e.g. ‘languages make me jolly
on very sad days’ for French ‘lundi, mardi, mercredi,
jeudi, vendredi, samedi, dimanche’).
5. Pelmanism
Give each group a set of picture cards and a set of
matching word cards in a different colour. Place all
the cards face down on the table. Each child in turn
picks up two cards, one from each set. If they have
a matching pair, they keep the cards. The winner is
the one with the most matching pairs at the end.
19
Appendix 2 Number Games
Once children are familiar with numbers in the target
language, you can use the TL to consolidate and revise
number facts with them. Almost all of the following
numeracy activities can be adapted to practise any
vocabulary in the TL.
1. 1–2–3 Game
The children stand behind their chairs. The first
child starts at 1 and can say up to 3 consecutive
numbers: ‘1’, ‘1, 2’ or ‘1, 2, 3’. The next child continues
the sequence, and so on around the room. Each
child can say up to three numbers. When they reach
number 11, the child who has to say ‘11’ is out and
sits down. The next child starts again at 1, and so it
goes on until the last child standing is the winner.
5. Clapping and Guessing
6. Count up to 19
2. Alphabet Values
Once the children are familiar with the alphabet and
numbers up to 26, they can play this game. Give
each letter of the alphabet a value, e.g. a = 1, b = 2.
The children work out the value of their name. The
winner is the person who has the name with the
highest value. You can use this technique with any
other items, e.g. names of animals or items of food.
3. Bingo
The children draw a grid of 4, 6 or 9 squares and write
different numbers in each square. When you call out
their number, they cover it with a counter. The winner
is the first to cover all their squares. The winner or a
volunteer could be the caller for the next game.
One child stands behind the chair of another child,
both facing the same direction. Give them a sum
in the TL, e.g. ‘4 plus 5’. The first child to answer
correctly wins and goes to stand behind the next
child. The challenge is to see which child can remain
standing the longest.
You will need numbered grids and dice for this
game. Give each pair of children a grid and a die.
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Child A begins by throwing the die. He/She adds the
number shown to zero, says the sum, e.g. ‘zero plus
two equals two’, and puts the counter on Square 2.
Child B then throws the die and continues, e.g. ‘two
plus three equals five’. They continue until they reach
the end of the grid, but they have to finish exactly
on Square 19 to win.
7. Counting and Clapping
Say the numbers in order together accompanied by
the appropriate number of claps.
8. Counting Around
4. Chair Challenge
Clap, or ask a child to clap, a number of times. The
next child must say how many claps they heard.
All the children stand up and begin counting around
the class, beginning at any number they choose (not
necessarily ‘1’). They say one number each, and as
soon as a child hesitates, they have to sit down and
the others begin again. Clicking fingers can increase
speed.
9. Counting Hello
Count to six around the class. The sixth child stands
up, and the rest of the class must say ‘hello’ to them,
or ask them a question, in the TL.
10. Counting in Different Voice Tones
Count the numbers aloud together, the first loudly,
the second quietly, and so on.
20
11. Counting to Familiar Tunes
18. Number Sequencing
Sing the numbers in sequence to familiar tunes,
such as ‘Frère Jacques’ or ‘Three Blind Mice’.
12. Counting with Actions
Count out numbers in sequence and accompany
each one with a different action, for example:
1
2
3
4
5
6
March on the spot.
Jog on the spot.
Turn around.
Jump on the spot.
Clap hands.
Tap your feet.
13. Hidden Numbers
Choose a number for the class to guess. Each time
they make a suggestion, help by saying ‘higher’ or
‘lower’.
19. Register
Organise the class into one or two circles, and give
each child a number. The children begin to walk,
skip or hop around in their circle. When you call out
a number, all the children with that number should
jump into the middle of the circle. Continue until
all the children are in the middle of the circle. Then
reverse the process, this time with the children
jumping out of the circle.
The children add, subtract, multiply and divide in
the TL.
16. Mini Whiteboards
This game encourages children who are reluctant to
speak. Give a mini whiteboard to each child. Pose a
question, and give the children a moment to write
down the answer and hold up their whiteboard. You
can see immediately who has understood and check
the answers.
17. Noughts and Crosses
Draw a noughts and crosses grid on the board and
fill it with numbers. Divide the class into two teams.
Play the game in the normal way, except that the
children say the numbers of the squares they want
to cover with an ‘x’ or an ‘o’. The team that gets three
in a row wins.
Divide the class into two teams, and number the
children in each team. Divide the board in two and
write the same numbers randomly on each half
of the board. Call out a number; the child in each
team with that number comes to the board. Call out
another number; the first child to circle that number
on the board gets a point. You can make this more
challenging by calling out two numbers and asking
the children to circle the sum of the two numbers.
21. Show Me
15. Mental Arithmetic
Give each child a number. When you take the
register, instead of calling out their names, the
children call out their numbers in the TL.
20. Ring the Number
14. ‘Jump in’ Game
The children chant the numbers in different
sequences – forwards, backwards, odd numbers,
even numbers, multiples of three, etc. You could use
the counting stick for this, or allow the children to
pick a number from a selection and use this number
as a starting point for counting. Clicking fingers as
they count can help to increase speed.
Give each child a strip of card about 30cm long with
a large dot at one end and a paper clip or clothes
peg. The dot always represents the lowest value
on the strip. For example, you may say that the
dot represents 0 and the other end 10 and ask the
children to show where 5 would be on the strip. Or
the dot could represent 10 and the other end 20,
and they show where 12 would be.
22. Throwing the Dice
With the children sitting in a circle, roll a large foam
dice into the middle and ask them what number is
represented. Once they are familiar with the activity,
allow them to gently roll the dice to one another in
the circle and say what the number is. You could also
ask them to guess what the next number will be.
As they learn more numbers, you could introduce
two die and have the children add the two numbers
together.
21
Appendix 3 Useful Websites
Teaching Ideas and Activities
www.nicurriculum.org.uk
The Primary Languages section contains materials and activities in French,
German, Irish and Spanish based on the Thematic Units ‘Houses and
Homes’, ‘Whatever the Weather’ and ‘Bugs, Birds and Beasts’. It has been
developed to help primary teachers integrate an element of language
teaching into their classrooms.
www.cilt.org.uk This is the centre of expertise on languages and language learning and
contains a wealth of information about all aspects of language teaching.
www.primarylanguages.org.uk This site supports the introduction and development of primary languages
in Key Stage 2. There are many video examples of teaching languages in
practice.
www.primaryresources.co.uk/mfl
Here you will find ideas and tips for teaching primary languages.
www.teachingideas.co.uk
The languages section contains lots of ideas for games and activities.
www.bbc.co.uk
The primary languages section of this site has activities in French and
Spanish.
www.angloeuropean.essex.sch.uk/
resources/primary_resource.htm
There are lots of resources and PowerPoint presentations in French, German
and Spanish here.
http://ngfl.northumberland.gov.uk/
languages/default.htm
This site has lots of animated stories and rhymes in French, German and
Spanish.
www.teachers.tv
Here you can find video footage of many primary language lessons, as well
as discussions about methodology.
www.songsforteaching.com
This site has lyrics and songs to listen to in French, German and Spanish.
22
Resources to Buy
www.little-linguist.co.uk
Resources to buy in French, German, Irish and Spanish
www.linguatots.com
Language learning products for use with very young children
www.languagesrfun.co.uk
Resources, posters, signs and picture cards in French and Spanish
www.younglinguists.com
Many teaching resources and story books in various languages from the
Young Europeans Bookstore
www.schofieldandsims.co.uk
This educational publisher of primary level books has a variety of posters in
different languages
www.superstickers.com
A variety of rewards, stickers, bookmarks etc. in different languages
www.earlystart.co.uk
Puppets, Euro play money and other resources
www.mlgpublishing.com
The site for miniflashcards and other language games, with ideas on how
to use pictures and games in the classroom
www.storysack.com
Resources including puppets and props for storytelling
www.partypacks.co.uk
Decorations, bunting etc. for different countries to celebrate National Days
or to decorate rooms
Subscription Sites
www.linguascope.com
Lots of activities and related worksheets in French, German, Italian and
Spanish
www.quia.com
Lots of ready-made resources and facilities to allow you to create your own
online quizzes
www.leclubfrancais.co.uk/
babelzonenew/index.asp
An interactive language website.
23
Appendix 4 Resources
CILT Publications, and especially the Young Pathfinder
series (YPF), are excellent resources. They are full of
general ideas about what to do in an early language
learning classroom to build confidence and raise
awareness of how language is structured while having
fun. Although most examples are in French and German,
the ideas can easily be adapted to other languages.
For details on further CILT resources, see www.cilt.org.uk
YPF 1 – Catching Them Young
How to integrate language teaching into the primary curriculum
YPF2 – Games and Fun Activities
Many strategies and activities that enable young learners to develop their language skills
YPF3 – Are You Sitting Comfortably?
How to tell stories to young language learners that keep them spellbound and develop their listening skills in the target language at the same time
YPF4 – Keep Talking
How to introduce the language into the classroom and develop strategies for teaching in the target language
YPF5 – First Steps to Reading and Writing How to get young learners accustomed to working with written text
YPF6 – Let’s Join In! Rhymes, poems and songs that motivate young learners
YPF7 – Making the Link
How to link a language to other areas of the curriculum
YPF8 – Grammar is Fun
How to develop grammatical awareness through games
YPF9 – The Literacy Link
Strategies for the development of listening, speaking, reading and writing skills
YPF10 – A World of Languages Developing children’s language-learning potential through an awareness of the sounds and structures of different languages
YPF11 – A Flying Start!
A rationale for early language learning that offers help in planning a scheme of work with attention to progress
YPF12 – Working Together
Using native speaker assistants in the primary school
YPF13 – Mind the Gap!
Ways to strengthen links between schools in order to improve transition between Key Stages 2 and 3
YPF14 – We Have the Technology!
How to integrate ICT into language learning throughout the primary school
YPF15 – Speak Up!
Practical guidance to help the teacher and the children interact in the target language
YPF16 – Leading the Way
Practical guidance to make the successful, integrated teaching of languages in the primary school a realistic goal
24