Docstoc

Language Detectives

Document Sample
Language Detectives Powered By Docstoc
					Hampshire Languages Conference – 7th October 2010




             Language
             Detectives



         Kathrin Ueck & Jackie Berry
What is a Language Detective?




 http://www.primarylanguages.org.uk/training_zone/teachers/embedding/cross-
 curricular_links/language_detectives.aspx
OK – over to you!
              What’s the language?
         rosso           hóngsè         rood             dearg            röd
        azzurro          lánsè          blauw            gorm             blå
         verde         lù sè            groen            glas             gröng
          nero        hēisè             zwart            dubh             svart
        giallo        huángsè            geel             buí              gul
    ?                ?
        Italian       Mandarin ? Dutch               ?
                                                         Gaelic       ?
                                                                          Swedish
• Which language was easiest to identify? Why?
• Which was the trickiest? Why?
• Any lucky guesses? What were they based on?
• What are these words?
• What could an activity like this teach children about language(s)?
         Source : http://www.omniglot.com/language/colours/index.php#primary
     Learning a language isn't just
    We need to make links
     a case of memorising
    with what we already lists of
       nouns and verb endings...
           know...




                             ...and learn different
                            strategies to help us to
                            practise and remember.
So we understand better
 how languages work...
    The KS2 Framework for Languages

Develops this across KS2 through the cross-cutting strands:



• Knowledge About Language (KAL)
• Language Learning Strategies (LLS)
                               AND
• Through many of the Intercultural Understanding (IU)
objectives, too.
Knowledge About Language (KAL)

         Recognise that many languages are spoken in the
Year 3   UK and across the world


Year 4   Identify a different writing system

         Appreciate that different languages may use
Year 5   different writing conventions and word order and
         borrow words from other languages
         Use knowledge of word order and sentence
Year 6   construction to support the understanding of a
         written text.
  Where do these words originate?
             German                             Czech
  dollar                          robot
   Greek                                                   Dutch
           athlete                        yacht
                                                              Finnish
marmalade Portuguese                           sauna
                            Bengali                          Arabic
     bungalow
                                            alcohol
           Source: http://www.krysstal.com/borrow.html#a
Language Learning Strategies (LLS)
         • Discuss language learning and share ideas and experiences
         • Use the context of what they see/read to determine some of
Year 3     the meaning
         • Compare the language with English
         • Use mental associations to help remember words
         • Use context and previous knowledge to determine meaning
Year 4   and pronunciation

         • Integrate new languages into previously learnt language.
         • Use context and previous knowledge to help understanding
Year 5   • Look and listen for visual and aural clues

         • Use context and previous knowledge to help understanding
         and reading skills
Year 6   • Make predictions based on existing knowledge
         • Compare and reflect on techniques for memorising language
                   Traffic Lights for LLS

                               • Red = Stop, think, make a link
                              These words may have nothing in common with their
                              English translation, but you can remember them by
                              finding a funny, memorable association.

                               • Yellow = Wait and think
                               These words may remind you of words in English
                               that are not the same, but similar.

                                • Green = Go ahead
                                These words are the same or nearly the same in
                                English and in target language, even if there are
                                some different uses for them.

http://www.school-portal.co.uk/GroupWorkspaces2.asp?GroupID=905251&WorkspaceID=1532343
Traffic Lights examples
     Intercultural Understanding(IU)
• Learn about different languages spoken by children at school
• Increase awareness of linguistic and cultural diversity
• Locate country / countries where language is spoken
• Identify social conventions
• Have contact with a native speaker
• View a video or media resource about the country
• Look at the writing system of different languages
http://www.newburypark.redbridge.sch.uk/langofmonth
              Making a day of it...




...language detectives with gifted and talented pupils at KS2
A big THANK YOU to Jean Haig and Sue Cave who came
up with the idea and resourced the day
                                        4. Prior knowledge
  1. Gesture and mime




7. Letters and sounds
                                           2. Eye contact and
                        6. Rhythm and      repetition
                           intonation




                                        5. Sentence structure
                                           and dictionaries
     3. Memorisation strategies
                             Dear Detectives
Having successfully completed your detective training, we need you to solve
                              your first case.

  It has been discovered that an international criminal gang is planning an
operation in the UK. This gang uses several languages to communicate, this is
              why this crime has been selected for you to solve.

Your job is to use your language detective skills to find out who will commit
  the crime, in which city, at what time and the exact map reference. It is
known that by identifying a certain object carried by this criminal, the crime
  will be prevented. You will only be able to discover what this object is by
                     finding out the information above.

In this envelope you will find some clues which have already been intercepted
          and given to us by other detectives from around the world.

 Read each clue carefully and find out what you must do. Remember, time is
running out and you must solve all three clues if you are to find out the name
                                 of the object.

                                 Good Luck!
The following language learning strategies are used
             during the detective day
               Useful websites
• Language detectives lesson on Primary Languages website
  http://www.primarylanguages.org.uk/training_zone/teachers
  /embedding/cross-curricular_links/language_detectives.aspx

• Wokingham Learning Hub for all the Gifted & Talented
  Language Detective Day resources: http://www.school-
  portal.co.uk/GroupHomepage.asp?GroupID=937981

• http://www.newburypark.redbridge.sch.uk/langofmonth
  Newbury Park School website.

                    A full list of useful sites and
                   resources is on your handout!
http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=937981
http://www.language-investigator.co.uk/index.htm
http://www.omniglot.com/language/colours/index.php
http://www.digitaldialects.com
jackie.berry@hants.gov.uk   kathrin.ueck@web.de

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:40
posted:7/31/2012
language:English
pages:24