Bilingual Teaching

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					Grays Convent School Language
 Grays Convent is a comprehensive
  school in Grays, Thurrock
 620 pupils on roll
 35% ethnic minority (this percentage is
  rising each year, this is an asset for our
 A language College for a year and a half
 We teach French, Spanish, Italian, Latin
  and Yoruba
Bilingual teaching : Why do it?
Common sense
 You would not expect a baby who has two hours a
  week of interaction with his mother, with 32 other
  siblings, to become fluent in his mother‟s tongue.
  Therefore, to learn a language we need many
  hours of exposure to that language
 Anywhere you are born, you will learn the language
  of that country because we want to communicate
  with adults.
 Therefore, we can all learn languages. We all
  have an innate ability in our brains to learn
  languages. We also need to have a need to
More essential key facts!

 Only 6 % of the world population speaks
  English as their first language!

 75% of the world is bilingual and more
          Bilingual education provides:

 A motivating context

 Exposure to the foreign

 Cross curricular projects
  provide a need to learn
              What we did KS3:
                                     Year 3-5-6:
                                 Teaching of French
                             four feeder primary schools

                                         Year 8:
         Year 7:
                                 • French for all (120)
   • French for all (120)                                             Year 9:
                                   • Bilingual French
 • Latin after school (20)                                      •French for all (120)
                               Geography/Art/ICT (32)
•Yoruba after school (13)                                          •Spanish (64)
                               • Italian (4) / Latin (20)
   • A week in France:                                      • A week in Barcelona (40)
                                • A week in Paris (44)
 cross curricular project
                             Art Cross curricular project
             What we did KS4:
                      Year 10/11 Spanish:
      a cross curricular exchange with a school in Toledo

                                         Year 10 French:
 Year 11 French and Spanish:
                                 A cross curricular exchange wit
ekly and holiday revision classes
                                        A school in Paris

            32 Year 10 pupils have been fast tracked
How we did it:
The Picasso Project
 First we started by introducing all the
  vocabulary of the painting using
  conventional MFL methods.
 We introduced the history behind the
 Pupils explained how they painted a
  section of it
 They did a Powerpoint
 They evaluated their work
A visit to the Tate Britain/
Henri Matisse (Y 8)
Tate Britain project:
 Pupils went to the Tate Britain.
 They chose a painting and they
  described in French what they did at the
  museum and a painting at the museum.
 Henri Matisse:
The life of the painters and the style of
  paintings were introduced in French.
         What we did in Geography
During the first term, pupils completed a Powerpoint
  presentation about the
 Physical geography of France
 Economical geography of France
 Population
 French stereotypes

 This term, pupils completed a project on the Shell
  Heaven Super port.
What we did in ICT (Y8)

 A web page: pupils researched a topic of
  their choice
 Data base- Pupils wrote a questionnaire
  and reflected on the design of the data
 Pupils created a data base
 They discussed the differences between
  manual data bases and electronic ones.
An Evaluation by a Year 8
pupil of her web page:
 Mon évaluation.
 A mon avis, J‟ai adore ma page web, parce-que l‟arriére-
    plan c‟était simple.
   En plus, la grandeur des motifs et la police, c‟était
    approprie. Il y avait de bonne animation avec , beacoup
    de couleur mais c‟était bien équilibré. Les liens étaient
    clairs et ils travaillé bien.
   Cependant, Je remplacerais des images parce-que, Je
    n‟avais pas assez de detail.
   J‟ai beaucoup aimé faire ma presentation car c‟était
    amusant et J‟ai appris beaucoup de nouvelle information
    sur Chanel.
   By, Rachel DeGuzman
   813.
The projects completed by pupils
in Paris (Y10)
Cross curricular projects completed
by pupils in Toledo (Y10)
Impact it has had so far

 Pupils achieve more when working on
  cross curricular themes.
 See for yourself the examples of their
  projects/art books!
 Pupils who went on the cross curricular
  exchanges are now taking up to three
  languages. They have also enthused
   What Ofsted said in May 2008:

Language College
   Status has a    It permeates
  tremendously       all aspects
 positive impact   of the school‟s
      on the             work
      Ofsted May 2008

      As a result,
       pupils are
    provided with
    a wide range
   of opportunities
       to travel…
    The students‟
cultural development
     is excellent..
             Where to next in September 2008
             – KS3?
   Links with primary school: (90/120 incoming pupils)
   The emphasis will be on cross curricular teaching. We will apply for funding.
   What will be new in Year 7:
   More pupils in Yoruba lessons
   80 pupils going to Normandy instead of 40 – project will be done entirely in
   German will be offered after school for all pupils taking part in the German
   One PSHE/ French class
   What will be new in Year 8:
   A new exchange with France, hence the opportunity of new projects!
   German after school
   Two PSHE classes (64 pupils)
   Link with the University of Nothingham for video conferencing
   More involvement of parents where they are shown what pupils have
    achieved. Pupils will demonstrate this.
   What will be new in Year 9:
   A one week trip to Paris with a cross curricular project (geography /art)
   Pupils having reached level 3 (20 pupils) can take their GCSE in Latin!
Where to next September
2008- KS4
 What will be new in Year 10:
 Two classes fast tracked instead of one (64 pupils)
 A blogg
 What will be new in Year 11:
 35 pupils doing Spanish as a second language instead of
 15 pupils doing Latin instead of none during school time
  (third language)
 15 pupils doing Italian instead of none after school (third
  sometimes fourth language)
 Pupils speaking other languages will take the asset
  qualifications in that language
                             Why do we do this?
                             Final thoughts….
                                       The limits of my language are the limits of my
 “ If you talk to a man in a                          world………
   language he understands, that
   goes to his head, if you talk to
   him in his language, that goes to
   his heart”
  Nelson Mandela
 “I would like to say how
   advantageous it can be to have
   knowledge of foreign languages.
   I would have no hesitation in
   advising people of any age to
   learn a language” Arsene Wenger
   (speaks 6 languages)

                                       With languages however, I have the world in my
  Tile Hill Wood School & Language College
        -A Specialist Vocational School-
   Chenderit School :A visual Arts College
Immersion Teaching and Raising achievement
            Tile Hill Wood School & Language College
• A girls‟ comprehensive school on the outskirts of Coventry, a multi-
  cultural city

• 1347 pupils, 11-18, 14.4% free school meals, 17.1% ethnic minority
  pupils, 10% pupils with SEN, 50+ feeders

• Specialist Language College 1998, high performing specialist school
  2005 leading to second specialism in vocational education Jan 2006

• French, Spanish, German & Japanese all main stream Years 7-13, some
  Italian, Arabic & Urdu

• 2006 European Award for Languages/Mary Glasgow Award for
  Immersion teaching in Year 7
                 Immersion teaching : a look back
•2001     Ana Neofitou attended TIPD course in New Brunswick, Canada to
look at immersion teaching in practice. A Geography-French module trialled in
Year 10.
•2002/3 CLIP Project with CILT, DFES & Nottingham University. Geography
modules in French with one pilot group in Yr 7.
•2003/4 Year 7 scheme of work written for Geography. With funding from our
Franco-British Council Award, 2 geographers visit our link school in La Réunion.
•2004/5 Year 8 course written and Year 7 pilot extended. Module in Science.
Enrichment modules developed in Year 8 and Year 9 for non-immersion
•2005/6 Entitlement to immersion for all Year 7 in PSHE, RE or Geography.
Modules in Science under development.
•2006/7 Year 7: 2 PSHE group, 1 Science group, 3 Geography groups, 2 World
Citizenship/RE groups.
•2007/8 Year 7: 3 PSHE groups, 2 Science groups, 1 Geography , 1 maths,
 Achievement      Motivation        Challenge

Cross-                              and
Dept Links                          transition

International                       Transferable
Dimension       thinking
                skills,creativity   skills
 How to convince your leadership
• “Most of the barriers to learning
  encountered by students have their origins
  not outside the classroom but in the
  curriculum and in the way learning is
  managed” HMI 2004

• 2008 KS3 curriculum changes …an
  opportunity not to be missed!!!
           The Dearing Review, March 2007

„ the curriculum and meanings that matter‟

„providing engaging curriculum content‟

„we recommend that the Department increases
its support for initiatives in this area‟
National DFES Steering Group for CLIL
         Achievement and standards
           •“The immersion project
           where pupils are taught a
           variety of subjects through
           French is raising achievement
           and receiving national
           attention” OFSTED 2007

                                    The outstanding immersion project in Year 7

   The school‟s approach to
curriculum innovation is creative
and imaginative. OFSTED 2007
      Impact on host subject
• First early finding:
• When taught by the same teacher there is
  no significant difference between the value
  added of classes taught Geography in
  French from those taught in English
          Impact on French
• Second early finding:
• There is a dramatic difference in
  attainment of students in their French
Levels for all of Year                                                     French: Most
7 . 240 students       2005                               -2006            girls predicted
All receiving some                                                         level 6 have a
immersion                                   Value added February 2006      level 4.53 in
                                      0                                    Feb of Yr7
                                           second MFL                      French
         value added against Yr 9





                                                        Language studied
2nd MFL level 6                                                                     0.77
girls have a level                                                                  difference
       Impact of progression
• Third finding: Students who make the
  greatest gains study Geography in French
  for two years. Those who study it for one
  year and then drop it make gains but they
  are not as much as those that carry on
  with it.
       June 2006 Year8 Geography and
difference is - French Value added Taught by
                                   same Geog                                              Geog diff is
0.07: same 2                                                                                                                       teacher as
form groups                                                                               -0.22 not sig                            immersion
                               Value added of French and Geography. Comparing the achievement of the same groups of students
not sig                                                          in Geography and French                                           group, but
                          0                                                                                                        in English
                               imm geog         imm fr          Eng geo          Eng fr         control geo      control fr
                                                                                                                                   in Yr 7 and
French                  -0.2                                                                                                       8
difference is
-0.38. sig              -0.4

                                                                                                                               imm geog
          Value added

                                                                                                                               imm fr
                                                                                                                               Eng geo
                                                                                                                               Eng fr
                                                                                                                               control geo
                                                                                                                               control fr


     Taught Geography                                                                                                             diff is
                                                                               Taught Geog in
     in French in Year 7,

     then opted in Year
                                                                               French in Year 7
                                                                               and opted to do in
     8:class size 31                                                                                                              sig
                                                                               English in Y8
       Whole school impact
• Fourth finding:
• There is strong evidence that immersion
  teaching will lead to gains in overall
  achievement of students at KS3 and
  GCSE level.
Impact on chance of gaining 5 A*-C
• Fifth finding:
• Less able students are more likely to succeed if they
  follow an immersion course. 11A students all studied
  Geog in French and had a French speaking tutor . They
  need about the same % chance to get 5A-C.
• However students with low % FFT predictions from KS2
  are achieving much higher grades than predicted. If you
  have 28% FFT chance of 5 A-C you can be on the 5A-C
  border if you study through immersion in yrs 7 and
  8…but the average score needed for the whole year
  group is 54.26%
• There are fewer students with higher % FFT scores in
  the 5 A-G category. This means that fewer are falling
  below target.
Students have
more chance of
gaining 5 A-C
           Year112007: %score from FFT needed to gain 5A*-Cor be on border 5A*-c or to be at 5A*-G or below(data from
                                                                                   latest reports)
                                                                                                                                      5 A*-C
                               90                                                                                                               58.4
                                                                                                                                           5 A*-C
     Mean % FFT score needed

                                                                                                                                          Score 5+a*-c
                               50                                                                                                         score border
                                                                                                                                          score5a-g or less


                                                                                                                                             5 A-G
                                                                                                                                             or less

                                       11a     11b    11d             11f             11h            11m             11s     11w   mean
                                                     tutor groups (11A are the immersion group). Mean is show n at the end

                                     students miss                    11A :immersion
                                     targets                          teaching in yr7 and 8
     Impact on student voice
• Sixth finding
• When the whole year group studies in this
  way changes the perception and
  attitude of student voice.
• When a pilot 53% opted for Geography in
  year 8
• When an entitlement 93% opted
                           Impact on numbers of linguists at
                                        AS         Numbers opting for AS French



Numbers of students

                                 Immersion                                                                         11D
                                 Group 11A                                                                         11H
                                                                                                                   last year
                                                                                                                   this year


                           11A   11B   11D   11F         11H       11M         11S   11W   last year   this year
                                              Tutor groups and 2006/07 comparison
  7th finding Impact on numbers of
• There have been no reduction or increase
  in the numbers opting for Geography
  …although some girls interviewed by
  Nottingham University said they would
  have chosen Geography if it had been in
  French in Year 9!!!
• A longitudinal survey by Nottingham
  University at THW reveals that students
  can remember who taught them for
  Science but they can remember lesson by
  lesson what they learnt in
  Geography…..What will happen to
  Science now… it the immersion or just
Impact on the    International Schools Award

                         • Pupil‟s
                           spiritual ,
                           moral, social
                           and cultural
                           is also
                         • OFSTED
        Impact on enjoyment
• Ninth finding
• The students enjoy immersion
  teaching…although they find it difficult
  they know that it is good for them!!!
What Year 7 pupils say!
                  Assessment completed after 6 weeks Oct 2004
Insert West midlands brochure scanned September
Writing completed in half an hour in November 2004

         Writing insert november writing

  Level 5 Geog detailed description and explanation
Two letters written without writing frame June 2005

    Able to produce arguments for and against , explain
    and express values and attitudes
We use a point scoring system to encourage spontaneous
language. 10 points gain a commendation!!
Managing the project
          Find your staff
• Enthusiastic
• Risk taking
• Can enthuse and motivate
  pupils even when they say
  they want to do the lessons in
• Prepared to work hard
Start small, make it manageable
• If your staff lack confidence then start with
  a module
• Produce French materials but deliver the
  module in English if still nervous
• Gradually speak French
• Visit each other‟s classrooms
• Team teach
• Make language training available
• Have set up immersion for the whole year
  group because there was expertise
          Inform parents
• We allowed parents to opt out
  but not in.
• We have run sessions at
  parents‟ evenings where
  parents have been taught like
  their daughters.
• At Chenderit we involved
  parents in the curriculum
  Think about a model that will
      work in your school
• Think about sustainability
• Think about staff development..will you
  grow your own staff?
• Which groups will you target? This may
  depend on how your curriculum is
• Plan progression routes for students
• Be prepared to change direction to
  accommodate change
                  THW model
• Year 7 : 3 Geog, 1 Science, 2 PSHE, 2 World
  Citizenship(with RE dept).
• Geography 3 lesson per 2 weeks.
• French 1 lesson a week (From 5 a fortnight)
• RE one lesson a week (From French, plus links to
  specific projects eg Fair Trade Fortnight)
• Science 6 lessons a fortnight plus one a week of
• PSHE, daily contact from tutor plus a float tutor who
  delivers a session once a fortnight.
• Year 8 : 3 Geog plus French PSHE, some
  enrichment Geography
• Year 9 : Citizenship in French, Enrichment in
  Geography, Fast track French
• Year 10 :Citizenship in languages
             Chenderit Model
•   All of Year 7 at one time !
•   French and German
•   2 classes ICT in German
•   2 classes Geog in French
•   1 class PSHE in French
•   1 class tutorials in German
 Seek support from Leadership
• Budget

• Time

• Timetable
     Plan with your subject
• The most successful
  projects are those
  where there is true
Plan in blocks of time if possible
• A day each half term to plan ahead
• Regular liaison meetings between staff
  involved during the year….we have a
  protected hour each week for key staff
  Set up an international link
• If possible send your
  teachers abroad for a linking
  visit so that they can find
  authentic materials and
  establish a really productive
 Volcano:friend or foe ?
                           Cyclones and
                           their impact
                           on the
                           community Yr

                             Shopping surveys
                             Yr 7
 surveys Yr 7

                                                Collège de La
                                Yr 8
Sustainable                                     Marine, La Rèunion
•-“Bonjour, je m‟appelle Adrien M. et ma mère et
mon père m‟ont raconté qu‟il y avait un cyclone qu
s‟appelait Jenny et il était dévastateur, il détruisait
Presque toutes les maisons. Tout ce qu‟il y avait
sur son passage, et bah il détruisait. Plein de gens
n‟avaient plus d‟habitations et l‟électricité, il n‟y
avait plus d‟électricité.
 Monitor progress and Evaluate

• Use data
• Use qualitative data too. Student
  voice has helped us to refine the
• Think about how you might maximise the
  impact of your teaching.
• Certification
• Languages ladder: all year 7 students
  have taken the breakthrough speaking
  assessment :GCSE grades
  EFG.(preliminary possible !)
• Fast tracking
• Staff CPD :use of TLA scheme run by the
• A very distinctive methodology has been
  developed .
• Enriched content- learning language
  for a purpose – no long lists of
• Challenging
• Discursive
• Encourages thinking
• Encourages opinion giving and
                       The „4Cs‟
The 4Cs framework seeks to assure quality in terms of guidance
Content            ~       progression in knowledge, skills
Communication      ~       interaction, language using to learn
Cognition          ~       engagement: thinking & understanding
Culture            ~       self and other awareness/citizenship

               High Cognitive Demands

                 3                4
   Low                                    High
 Linguistic                             Linguistic
 Demands                                Demands

                 2                1

              Low Cognitive Demands
    Developing reading skills
• Simplifying authentic material
• Recognising cognates, words they know,
  words they can guess
• Skimming and scanning, reading for gist
• Using images, titles, diagrams, graphs
• Different types of reading activities;
  true/false, classifying, cause and effect
          Developing writing
• Make sure the aim of the activity is clear
  – remember it is communicating the
  content that is important
• Begin with labelling, bullet points
• Introduce writing frames and gradually
  withdraw their use
• Class links to improve writing skills
• Using peer and self assessment
 Developing listening skills
•Listen and do
•Encourage pupils to listen for key words
and gist
•Encourage pupils to predict what they
might hear
•Use a range of activities linked to
listening; non verbal response, put cards
in to order, classify information
      Developing speaking
•Encouraging spontaneous language in the
•Reward systems
•Using key structures
•Speaking frames
•Peer assessment
    Techniques for conceptual
• Learning styles need to be catered for but
  more emphasis on the visual.
• Design a scheme of work where there is a
  grand finale, large piece at the end for
  assessment. Include links to a particular
  country or place with international link
• Make context realistic and link culturally
• Simplify lang not concept, but build up key
  words by using again and again in
  difference contexts.
       Kinaesthetic activities
• Cause and effect cards
• Classifying
• Interviewing all in French; class surveys , parental
• Non verbal responses
• Group work with a purpose which encourages talk and
  thinking at same time
• Interactive whiteboard
• Building a display
• Tracking hurricanes
• Simulations e.g travel agency
• Creating designs e.g plan a shopping centre
• Respond to oral presentations with a
  kinaesthetic response eg mini white
  boards, thumbs up thumbs down, votes,
  filling in classification tables.
• Immersion..getting the gist
• Listening skills and responding
• Mini-translators ..high level debate
  accessed through a language.
• Teacher delivery but student response in
  English…closed questions encouraging
  French. Open questions to be answered in
          Visual techniques
•   Powerpoint
•   Photographs
•   Mime
•   Drama
•   Role play
•   Video
•   ICT
•   Picture text
• mort                   ou vif

• Tu trouves un serpent dans le sable

• A. Tu manges le serpent

• B. Tu dors au-dessus