Pedagogy And Research

June 2016

Event: http://writingchinese.leeds.ac.uk/events/
This is a special day-long event on children’s fiction in Chinese. Look out for a report

Research

** July 2015**.

Attached to this page - a presentation from Suzi Bewell on Poetry, given at the Goethe Institut. More can be found on her blog: [https://petitepipelette.wordpress.com/2015/06/14/all-goethe-event-poetry-in-mfl/]
Also Suzi's Slideshare: Creative use of Poetry in MFL - [http://slideplayer.com/slide/9207059/#.VxjkLMCaSCQ]

We are grateful to Ann Swarbrick for allowing us to reproduce here scanned pages from her CiLT Pathfinder 'Reading for pleasure in a foreign language'.
This publication is no longer in print.
These are attached pages in sequence, listed below as 'AS Pf' followed by a number.

Shortly pages from her subsequent Pathfinder 'More reading for pleasure in a foreign language' will also be scanned and posted here.

The ALL website Members area contains articles from previous ALL Language publications and is searchable for themes. For articles on Literature there is a tag. This is the direct link, but NB you will need your membership log-in to access the page
[http://journals.all-languages.org.uk/tag/literature/]

[http://www.poesies-de-notre-enfance.ac-versailles.fr/Presentation-du-projet]
' les poésies de notre enfance en musique'

The attached file '10 activities for exploiting a text' is contributed by Sarah Brough and colleagues from Durham.

French Competition
[http://www.dismoidixmots.culture.fr/]
‘Dis-moi dix mots…” de l’édition 2015-2016: BP Art Exchange and the French Ministry of Education would like to invite you to participate in an exciting initiative exploring Art and Language. ‘Dis-moi dix mots… ’ is a project initiated by the French Ministry of Education, and the aim of this annual initiative is to encourage primary and secondary school students to create a collective literary and artistic piece of work responding to one or more from a selection of 10 words. The words for 2015-2016 emphasise the richness and diversity of the French language throughout France and Francophone countries. For inspiration, you can visit your local gallery, browse the Tate online digitised collection as a reference point for creating works in response to one or more of the 10 words: chafouin, lumerotte, dracher, vigousse, dépanneur, ristrette, tap-tap, fada, poudrerie, champagné. To participate, register atbpartexchange.tate.org.uk and join the Dix Mots group, then upload the works that your students have created by 26 February 2016. A panel of judges will select the three most interesting submission to be featured on Tate website

http://www.poesie-en-liberte.fr/index.php

TPRS (Teaching Proficiency through Reading and Storytelling )
http://www.tprstories.com/what-is-tprs
American Krashen-based project which talks about skills developed: listening, learning vocab, cultural understanding, reading skills, general literacy skills, grammar, writing, speaking, prediction, coping with written word ….

TALES : Storiesfor Learning

[http://www.storiesforlearning.eu/?lang=en]

The main aim of the project is to develop new teaching methods and materials involving storytelling and include them as innovative approach and new content in initial and in-service teacher training courses.

Online (as well as in-person) training is available from the website, and a portal featuring resources will be created when the project ends in Autumn.Meanwhile an international digital storytelling competition is already in progress, open to classes/groups of students of all school levels, supervised by at least one teacher.

Research report carried out by CfBT's London Connected Learning Centre, on educational blogs and their effects on pupils' writing.

The research explores the differences between pupils' writing on an online blog and in their books. The report concludes that blogging inspired the pupils in this study and gave them access to new kinds of writing and a wider audience.

The report includes many examples from the pupils' blogs and focuses on four pupils in detail showing the way in which their writing differed in books and on the blog. The report is a useful resource for anyone interesting in using blogging to develop writing in the classroom - it includes case studies, outlines innovative and creative ways of using blogs and notes the factors that will help teachers make blog writing an effective pedagogical technique.

To download copies of the report and find out more please visit: http://www.cfbt.com/en-GB/Research/Research-library/2014/r-blogging-2014

Other useful MFL specific links to blogging case studies can be found here:
http://www.nfer.ac.uk/publications/FUTL13/FUTL13_home.cfm

http://www.cilt.org.uk/secondary/14-19/teaching_strategies/gifted_and_talented/case_studies/new_technologies.aspx

http://translatorsinschools.org/

Translation workshops can be a transformative experience for children in primary and secondary schools.
Translators in Schools is a professional development programme involving three days of training, including contact time with children, that aims to widen the pool of translators with the skills to work in schools. It aims also to create a bank of model workshops that can be used by translators and teachers to promote translation skills, meta-linguistic awareness and interest in studying foreign languages.
Translators in Schools was born out of Translation Nation, a project run by the Stephen Spender Trust and Eastside Educational Trust, curated by Sarah Ardizzone and Sam Holmes, and funded by Arts Council England, the Esmée Fairbairn Foundation and the Mercers’ Company, which has delivered translation workshops in primary schools since 2011 and in secondary schools since 2013.

From CILT Young Pathfinder 6 ‘ Let’s join in’ by Cynthia Martin with Catherine Cheater
with kind permission of CfBT

Rhymes and songs make an important contribution to the overall language development of the child as they instill in the learner’s mind a sense of the rhythm of the language and its sentence patterns. If the child is able to learn by heart and recite, then the ability to articulate and enunciate particular sounds has been mastered too. ….

.. have some visual props to hand which clearly show the meaning of what is being sung …

… once basic literacy skills have been established during key stage 2, reading in the foreign language can start to be developed as a skill and rhymes, poems and songs can be shown to pupils as written texts to be read or sung aloud.

By learning songs and rhymes a child can acquire a wealth of linguistic knowledge, and the teacher can then tap into this knowledge by making links with discrete language points when they are taught in other contexts. In this way, songs and rhymes can be used not only a reinforcement to learning but as a point of departure from which to take the child further.

Dossier-pedagogique: Pourquoi étudier «Otto» de Tomi Ungerer?
http://www.google.fr/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=9&cad=rja&ved=0CHIQFjAI&url=http%3A%2F%2Flepetitatelier43.fr%2Fwp-content%2Fuploads%2F2011%2F03%2FDossier-pedagogique-Otto-integral.pdf&ei=ZL_zUu-sDc_A7Aa97YDwBQ&usg=AFQjCNGXb8BMcqymVd-GeYNxDFd9721cCw&bvm=bv.60799247,d.ZGU

http://chansons-fr.com/graeme_allwright-suzanne
Chansons pour étudier le français (vidéos & paroles)
Blog pédagogique et base de données de chansons

http://litteratureprimaire.eklablog.com/
Blog for young Francophone readers :

Bienvenue sur le blog de la Littérature au primaire!
Notre ambition est de vous proposer des extraits d'oeuvres classiques de la Littérature, adaptés aux différents niveaux de l'école élémentaire.
Vous pouvez consulter les extraits proposés en faisant une recherche, dans le bandeau de gauche, par auteur, par manuel ou par niveau de lecture.
Nous avons déterminé 6 niveaux de lecture :
Niveau 0 : textes pour les apprentis lecteurs, adaptés selon la progression de sons vus dans l'apprentissage, ces textes renvoient tous à la Page des Copines du site collaboratif "Rue des instits".
Niveau 1 : textes courts, phrases courtes, vocabulaire simple. A destination des jeunes lecteurs qui entrent dans la lecture courante. (CP, début CE1)
Niveau 2 : textes assez courts et vocabulaire simple, pour des lecteurs un peu plus à l'aise. (CE1)
Niveau 3 : textes qui commencent à s'allonger, tournures de phrases un peu plus complexes et vocabulaire (ou thème du texte) un peu plus étoffé, pour des lecteurs courants. (fin CE1 et CE2)
Niveau 4 : textes plus longs, tournures de phrases, vocabulaire et thème riches. (CM1)
Niveau 5 : textes longs ou complexes, vocabulaire fourni. Pour de bons lecteurs, ayant une meilleure connaissance du monde, âgés de 10 ans environ. (CM2)

http://crdp.ac-bordeaux.fr/cddp33/litteraturejeun_som.asp?loc=2_
Pistes pédagogiques pour travailler avec la littérature de jeunesse

Poetry recitation and remembering has had a troubled history in England, dating back to a “payment by results” inspection regime in the 19th century. When we started to talk about Poetry By Heart, it was little wonder, after almost a century of decline, that some people immediately invoked the spectre of “by rote”, a cruel taskmaster beating children into heartless submission.
But the wheel of fortune always keeps on turning and it interesting to see research projects which set out to investigate and understand different dimensions of this cultural and educational practice. Poetry By Heart benefits from an association with these researchers to inform our thinking about the project.
Catherine Robson’s magnificent Heart Beats: Everyday life and the memorized poem explores the 19th and early 20th century history of poetry recitation in the US and UK. Published in 2012, just as we got going with the first iteration of Poetry Bydocument Heart, it helped us develop a deeper understanding of the longer historical context of our project.’
Debbie Pullinger’s excellent paper, “In Living Memory: The Dying Art of Learning Poetry and a Case for Revival” (in Changing English 18:4, 2012) explored current teachers’ practices in this area and presented interesting arguments about why learning poetry by heart is good for us. Debbie and her colleague David Whitley will be starting a 3 year research project in 2014 to investigate this more extensively.’

http://www.poetrybyheart.org.uk/

In 2015-2017 a recitation competition devised by ALL and Routes into Languages East is being piloted in East Anglia under the title 'Strictly Speaking'

Blog entries on interesting texts are being published constantly.
For example:

Thanks to Janet LLoyd on http://janetlloyd.blogspot.co.uk/
who writes about French percussion and poem performance in 'les feuilles mortes'

Solving the mystery of the person drinking the cup of coffee in 'dejeuner du matin'
http://janetlloyd.blogspot.co.uk/2014/05/a-taste-of-great-literaturedrama-and.html
Marlene Dietrich sings 'dejeuner du matin' here: https://www.youtube.com/watch?v=hm1jdP-I4y4&feature=youtu.be

Dame Tartine
http://janetlloyd.blogspot.co.uk/2014/06/dame-tartine.html

'Sept couleurs magiques' allows exploration of maps and geography links too in KS2 .
http://janetlloyd.blogspot.co.uk/2014/06/sept-couleurs-magiques.html

A spoken dramatic choral performance of the poem 'le jour de la rentree'
http://janetlloyd.blogspot.co.uk/2014/03/physical-pop-up-poems-le-jour-de-la.html

Using drama and grammar to go on an Autumn walk through a French poem:
http://janetlloyd.blogspot.co.uk/2014/10/using-drama-and-grammar-to-go-on-autumn.html

La nuit: Unpacking and exploring a challenging poem with more advanced French language learners in KS2/ early KS3
http://janetlloyd.blogspot.co.uk/2014/10/la-nuit-unpacking-and-exploring.html

Activities on French song 'Les crayons' : 4 skills/ creative outcomes for early lang learners word to sentence level.
http://janetlloyd.blogspot.co.uk/2015/01/colourful-french-creativity.html?spref=tw

Sequencing Story
http://janetlloyd.blogspot.co.uk/2015/06/seaside-sequencing-storylanguages-and.html

http://janetlloyd.blogspot.co.uk/2014/04/reading-in-target-language-is-great.html

http://janetlloyd.blogspot.co.uk/2015/06/french-story-books-with-purpose-2015.html

http://janetlloyd.blogspot.co.uk/2014/07/sensesemotions-and-doodle-senses-poems.html?m=0

http://janetlloyd.blogspot.co.uk/2015/05/new-spanish-books-and-reasons-i.html?m=1

http://janetlloyd.blogspot.co.uk/2014/07/sensesemotions-and-doodle-senses-poems.html?m=0

Suzi Bewell has included in her blog thoughts on using Poetry:
[https://petitepipelette.wordpress.com/2015/06/14/all-goethe-event-poetry-in-mfl/]

Erszi Culshaw includes references in her blog (for Primary largely):
[http://zapatitoingles.blogspot.co.uk/]

Steve Smith has blogged about Literature here: http://frenchteachernet.blogspot.co.uk/2014/09/teaching-literary-texts.html

and made suggestions for a specific story here:
[http://frenchteachernet.blogspot.fr/2015/06/les-trois-petits-cochons.html]

ALL has published over time a range of articles on themes related to Literature and exploiting Texts.

Please view the attached documents which list some of these:
'Literature articles in ALL journals'
and

ISMLA has published articles on Literature which are attached her as 'Extracted document 1, 2 and 3'

Irene Macías at University of Bath has kindly contributed two articles in Spanish; these relate to older pupils but will still be of interest. Attached files called 'Amigos verdaderos o amigos virtuales' and 'Mañana en el instituto'

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