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Developing Speaking and Listening: 'Spontaeous speaking'

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Megan Jamison

on 26 May 2015

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Transcript of Developing Speaking and Listening: 'Spontaeous speaking'

Action 3: Assessment
Establish and implement a consistent assessment framework understood by all staff.
Many teachers are giving little time to assessment of speaking in MFL lessons
Some feel that assessment robs MFL of its 'fun' element
There are big fears of teachers being evaluated on their assessment data
There is little consideration of transitions to Key Stage 3

Developing Speaking and Listening
School Improvement Plan
What is our improvement objective?
To continue to develop speaking and listening in Spanish with particular emphasis on 'spontaneous speaking'.
Action 1: Addressing staff needs
Staff development to address training needs- improving teachers competence and confidence in the target language
Action 2: Exploiting opportunities and raising the profile of Spanish
"Across all phases speaking is the least well developed of all the skills. Students' inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm."
OFSTED (2008)
Any questions?
Feedback from staff- concerns regarding competence and confidence
Particular emphasis in National Curriculum 2014
Staff need to feel confident in their own ability to speak spontaneously in Spanish.
Confidence is a key element when using a second language. (Nicholson,2013)

Staff need to ensure they are conveying passion and enthusiasm when using Spanish.
The Teacher is crucial for the development of a second
language, both as a source of information and a model.
"Across all phases speaking is the least well developed of all the skills. Students' inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm."
OFSTED (2008)
Raise the profile of Spanish throughout the school by exploiting opportunities for speaking in the target language

• Staff feel confident in their own ability of spontaneous speaking
• Profile of Spanish raised throughout the school
• Staff feel confident in using the framework for assessment of Speaking and Listening

Yet, assessment...
Forms good quality, interactive MFL teaching and learning
Enables teachers to make progression in pupils' speaking skills
Teaches children to become reflective and self-monitoring
Helps with preparations for Key Stage 3

Sharpe, 2012; Coffey & Jones, 2013
Summative Assessment of Speaking

The Languages Ladder - Steps to Success
Our whole school and classrooms need to support '“the
development of young people’s ‘communicative competence’ so that they are able
to use and enjoy the language effectively in real situations and for a range of
relevant purposes in work and leisure throughout their life.” (LTS, 2009)

Developed alongside the National Curriculum
'Can do' statements
Achievement of short term goals
Assesses each skill area separately
Opportunities for self-evaluation
Teacher and external assessment
Visual representation of progression
Easy to use
Training through INSET days
Formative Assessment of Speaking
Self and peer assessment
Group / individual observations
Teacher feedback (two stars and a wish)
Pupil feedback (thumbs assessment)
Audio recordings (Easi-Speak)
DVD recordings of role-play or group activities
Lesson logs
Annotated / colour-coded class lists
"School's assessment records should be manageable and...regarded as a tool, a working document. What they use doesn't matter, but what the format tells them does." (Maynard, 2011)
DfE (2013) National Curriculum 2014: Primary Curriculum https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum last accessed on 23/11/14

Driscoll, P., Frost, D. and Rumley, G. (1999) The Teaching of Modern Foreign Language in the Primary School. London: Routledge Falmer.

Jones, J. & Coffey, S. (2013)
Modern Foreign Languages 5-11: A Guide for Teachers.
London: David Fulton Publishers.

LTS (2009) Modern Languages: Principles and Practice

Martin, C. (2008) Primary Languages: Effective Learning and Teaching. Exeter: Learning Matters.

Maynard, S. (2012)
Teaching Foreign Languages in the Primary School
. Oxon: Routledge.

Nicholson, S.J. (2013) ‘Influencing Motivation in the Foreign Language Classroom’ Journal of International Education Research. 9 (3) pp. 277-286. http://www.cluteonline.com/journals/index.php/JIER/article/view/7894 [accessed 13 October 2014].

Sharpe, K. (2012)
MFL in the Primary School: The What, Why and How of Early MFL Teaching
. London:Routledge.

The changing landscape of languages – an evaluation of language learning 2004/07,
(070053), Ofsted, 2008; www.ofsted.gov.uk/publications/070053.

Vygotsky, L. (1986).
Thought and language
. Cambridge, MA: MIT Press
Children will see the language as a valid method of communication (Driscoll et al 1999)

Will create a whole school ethos- language learner community - Sociocultural theory (Vygotsky 1986)
In the classroom
‘The classroom environment offers continuous opportunity for children to develop skills which enable them to understand and process the information they are receiving’ (Jones & McLachlan, 2009:65).
1) Greetings
2) Routines
3) 'Politesse'
During break and lunch times
Encouraging conversations - ALL staff
Whole school environment
Vocabulary & Key words
Can we expect children to show desire to speak Spanish if the teacher does not?
Driscoll et al. (1999)
INSET Days/ Twilight Sessions
MFL Subject Leader to lead sessions focusing on subject knowledge and pedagogy.

Open Door Policy
Through drop-in sessions. Staff are encouraged to voice any concerns or queries they have.

We believe Staff must encourage the children to take risks when speaking. It is an essential part of language learning.
'In the primary languages classroom we are advocating encouraging children to try out language and take risks. We do not want children to be afraid to speak and not to wait until they think they have the perfect response.’
Jones and McLachlan (2009:67)

Motivating individual members of staff will be a key factor in these sessions. It is essential each member of staff feel they know how to use the language in way that will motivate the children.
Motivation is one of the main determining factors of success in developing a second or foreign language.
National Curriculum 2014
Through spontaneous speaking, we feel the children are covering...
Listen attentively to spoken language and show understanding by joining in and responding.
Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*.
Speak in sentences, using familiar vocabulary, phrases and basic language structures.
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