Speaking Another Language

Well isn’t it great being able to speak another language! For more years than I care to remember – be it French, Spanish, German or Italian – the look
of the young child who ventures forward and proudly professes,“Guess what? I can speak another language!” has always stopped me dead in my tracks.

“On you go then” I hear myself say and ‘go’ they certainly do - counting rapidly from one to ten with such zeal and self-admiration that the grin that stretches from one ear to the other is enough to compete with any picture of Mr Happy from the Mr Men!

How many times has the busy teacher stood patiently and listened while the child goes through this personally rewarding task? How many times have we sensed their pride and witnessed how this short activity takes them to a personal level of achievement and feeling of self worth that no such rote learning in their native tongue could ever do?

Yes, learning a foreign language is a confidence booster, a self-esteem raiser but, just as importantly, can be the tool that gives the discerning teacher the opportunity to observe how pupils best absorb information, learn and recall facts with ease in all areas of the curriculum.

Never would I have imagined how the decision to embark on the first stint of MLPS (Modern Languages in the Primary School) training all those years ago would have had such an impact on my overall teaching.

The training itself, led by two inspiring teachers whose enthusiasm was infectious, was the catalyst that catapulted me into becoming teacher, on to trainer, then to both national and international speaker. The subject matter? “Using Modern Language learning as an Inclusive tool in the classroom” You see, time and time again, with assessments in hand, I would rush (yes, I got that excited!) to anyone willing to listen to discuss pupils’ results. Time and time again the same pattern would emerge. Those pupils who appeared to have some degree of difficulty acquiring basic skills in other curricular areas were succeeding in the modern language. From that moment the key to adopting and using a ‘multiple intelligence’ approach to teaching and learning had been firmly placed in my hand. I embarked on a journey of  personal research putting into practice the principle that: ‘If teachers have
different teaching styles so must pupils have different learning styles’, long before the multiple intelligence theory had become common practice.

The stage was set and my passion for Modern Language teaching was continuously fuelled by the successes of pupils of all ages and abilities. Interests were being sparked, self-esteem risen and expectations of pupils heightened as lessons catered to the learning styles of all. We played games, we sang songs, we danced, we matched words to pictures, we role-played and read and wrote stories. The result; a great sense of achievement and attainment for all as lessons allowed each individual child to acquire the language easily and confidentally, irrespective of learning style, (be it interpersonal, intrapersonal, musical, visual, linguistic or mathematical learner).

The then Secretary of State, quoting in the European Community (The Council Document 7706/84) was dead right when he said he was; “ firmly of the view that the learning of foreign languages is a valid and useful educational experience which can benefit pupils across the whole range of ability”

Well established since the early eighties, modern language learning in the primary school is now no longer an ‘initiative’ in Scottish schools but a fully embedded curricular area. As such, priorities have changed. Modern Languages 5 – 14 clearly states that pupils should have a level of competence across all four strands. Where previous emphasis was placed on Talking and Listening, now Reading and Writing with meaning has come to the fore. Do I hear a gasp! Trust me. This is easier than you think! As experienced MLPS practitioner and trainer, I certainly know the difficulties faced by staff in trying to successfully incorporate all strands in the busy classroom. Knowing that teachers need support rather than another new batch of materials I set about developing a method to do just that. The system I put together not only gives confidence to the teacher to teach, but engages children both cooperatively and interactively in the following areas:
• Reading & Writing
• Talking & Listening
• Comprehension & Knowledge about Language
• Story Making & Role Play
• Homework Activities
• Assessment

All of the activities act as a support to core language already being taught but, more importantly, allow pupils to learn to manipulate the language naturally and, in line with government guidelines, write and read for a special purpose,
Good new Curriculum for Excellence! It goes hand in hand with modern language teaching. Why? Because, taught properly, learning another language is the very key to unlock the potential for our pupils to become
• Successful learners
• Confident individuals
• Globally aware
• Responsible citizens

So to all teaching colleagues, whether recently trained or in need of a refresher, a friendly face and ear are always at hand. Feel free to contact me via: www.aspire2inspire.co.uk. Leave your details and I’ll contact you to help and support you in your teaching.

Look forward to speaking and working with you soon.

Article written by: Marie Leucci