A second bite of the cherry

When we teach a foreign language at secondary school, we are working with learners who have a higher level of consciousness about learning processes in general because they are older and have been in formal education for a few years. This can boost transferable skills and knowledge that many learners have not yet managed to grasp in English. It provides `a second bite at the cherry’.

We often say that this is for lower ability learners. Actually, I think that this is effective across the board and at every level. I know my understanding of English grammar developed through foreign language lessons. The November TES cover story exploring teachers’ response to the challenge to teach English grammar reports one teacher, asked to teach English language A level, as saying, “I literally went back to the textbooks. I went back to basics. Things started coming back to me. You think, hang on, I did this in French and German, and this applies to English.”

The big five - transferable knowledge and skills

But it always helps if we can be specific about how foreign language learning supports English literacy (or reading, writing and communication as it appears in the new Ofsted framework). There are five key areas:

• Strategies for accurate spelling, memorising and retention of new vocabulary
• Making links (word families)
• Key reading skills - skimming, scanning etc.
• Research and reference skills - focus on written accuracy and the importance of checking
• Marking for accuracy and for quality of language

• Strategies for accurate spelling, memorising and retention of new vocabulary

  We teach these in several ways:
  
  1 Sound-writing patterns
  We break down the sounds of words into syllables to facilitate pattern-building and to focus on accurate spelling This phonics resource is an example of one strategy also used in KS2 literacy.
  
  2 How to go about learning vocabulary
  The first thing is for students to work out what they know. This is not taught explicitly anywhere else in the curriculum at secondary but is a vital first step. We break down these stages for students. Do you know how to read the word aloud? Do you know what it means? Can you spell it? Can you use it in a sentence? Take a look at this resource for more strategies for learning vocabulary, in the new government guidance this approach fits exactly with the notion of `teaching that supports literacy’.

  3 Strategies for memorising
  We teach how important it is to be `active’ when you learn. Looking at a list of words for 10 minutes is unlikely to produce lasting retention. What should learners do? We fill that gap. This memory strategies resource will help learners practise these sorts of activities in the lessons.

  4 Making links
  We also often draw attention to links between English and the foreign language. I’m thinking here of incidental moments, with romance languages in particular, where the French or Spanish word is a cognate of a more sophisticated version of the concept in English. e.g. aumentar = augment (relationship also to music = augmented intervals). This increases learners’ English vocabulary too as they often do not know the English equivalent of these words. We also sometimes engage in starter activities that draw on the links between lots of languages - to spot patterns. Finally, we also often use tasks that focus explicitly on breaking syntax down into its component parts - adjectives - verbs - nouns

  5 Key reading skills - skimming, scanning etc
  “Do teachers remind pupils of important core skills - for examples how to skim a text to extract the main elements of its content quickly or to scan a text for information about a key word or topic?” Reading, writing and communication (literacy) Distance learning materials for inspection within the new framework - guidance and training for inspectors
  Ofsted (October 2011)

  Yes, we do this! We often focus precisely on these skills especially when we exploit more challenging texts. Download this resource with template ideas for reading skills development.

  6 Research and reference skills - focus on written accuracy and the importance of checking
  We model and teach dictionary and other reference skills that transfer directly to other subjects and contribute directly to literacy. We demonstrate the importance of accuracy and of checking spelling meaning, which is fast becoming a priority for all subjects as a result of the new Ofsted framework. In particular, we teach:

  • when you need a dictionary and when you don’t
  • how to use dictionaries with confidence and with some speed
  • the 80:20 principle (in written work we want 80% of the final piece to be an accurate adaptation of language learnt in the lesson and up to 20% can be independently researched)
  • how to use online verb tables
  • how to improve writing, including the following elements:
    a. longer sentences
    b. varying the subject
    c. varying the sentence beginnings
    d. complex sentences e.g. past present comparison
    e. good use of a variey of tenses
    f. use of interesting vocabulary adjectives verbs

  • 7 Research and reference skills - focus on written accuracy and the importance of checking
    Although new to many subjects, as languages teachers we have always marked for three categories: communication (contentideas), quality of language and accuracy of language.

    How does foreign language literacy support English? In many more ways than I’ve been able to describe here! If you have ideas, strategies and or resources to share post them here.!

    Join the TES chat on Thursday 31 January 5 - 6pm

    How does foreign language literacy support English? In many more ways than I’ve been able to describe here! If you have ideas, strategies and or resources to share why not get involved in the MFL webchat on Thursday. We’d love to hear from you if you’ve got a question or you’ve got ideas to share with MFL teachers.
    Find out how to take part in our MFL advice clinic.

    Catch up with earlier MFL webchats and blogs

    Read Rachel’s first blog on whole school literacy and possible points of tension for teachers of foreign languages.

    Check out a replay of our first webchat where MFL teachers got together to talk about the challenge of supporting literacy through MFL.