Transcript presentation

LLANISHEN HIGH
SCHOOL
TRIPLE
LITERACY
BACKGROUND
 Differing approaches to Literacy
 In Welsh and MFL there is far more
concentration on the ‘nuts and bolts’
of language at word and sentence
level
 In English they are usually working with
texts and readers
WORD
TEXT
spelling
Reading
writing
SENTENCE
vocabulary Grammar
sentence
constructi
on
punctuation
 Basics may get overlooked, when the
emphasis is on working with texts
 MFL/ Welsh teachers can focus on very
basics, which can boost English skills
CILT CYMRU PROJECT
 CILT Cymru/Ceri James
 The English Department
 SEN staff
 Parents
 Pupils (study buddies)
 Basic skills coordinator
OUR FOCUS
 improve basic literacy through language
learning.
 the alphabet
 basic vocabulary
 spelling rules and patterns
 the parts of speech
OUR FOCUS
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pronunciation and intonation
the sound-spelling link
basic sentence structure
verb endings and agreements
techniques for memorising new language
Focus on full ability range
 English dept produced more MFL-style
exercises
 e.g gap fill, multiple choice, put infinitives
into correct tense
 Encouraged pupils to give examples from
Welsh/ MFL to reinforce understanding
SIMILARITIES
e.g e and er when teaching pronouns, tu/
vous Du/ Sie and ti/ chi
 Highlighting English object pronouns he
>him, they > them when teaching the
accusative case
 Analysis of English/ Welsh tense
formation when teaching tenses in MFL
Teaching grammar
through thinking skills
 Working out rules/ spotting patterns
Analysis of Welsh word order in MFL lessons: verbsubject
-Es i…..Mae hi ….
- Inversion in German
 Introducing new vocabulary through texts: pupils
deduce meaning from context
 Teaching weather through parts of speech: NOUNS,
ADJECTIVES, VERBS
 Stressing that English has more than one word for a
and the
Transfer of knowledge
 Drawing on Welsh mutations to teach
prepositions in French/ German
Cymru > i Gymru
Caerdydd > yng Nghaerdydd
à + le > au
In + der/ das > im
Punctuation
 Discussion of English use of apostrophe
when teaching genitives:
My father’s car > das Auto meines Vaters
La voiture de mon père
 contractions e.g. Gibt’s ein Kino in der
Nähe?
 J’aime l’Italie
Common errors as basis
for teaching
e.g. Conjunctions a and achos in MFL
Mae’n Vater
Misuse of ‘Mein’ at start of German
sentence to mean ‘It is’
Cymraeg in MFL
 Comment dit-on “sunny” yn Gymraeg?
 FLA: Most able taught Welsh in German
lesson
> Wie sagt man “Guten Morgen/ Wie heißt
du?” yn Gymraeg?
OUR EXPERIENCE
 Raised profile of MFL as vehicle for
teaching literacy
 Common methodologies across
languages
 Pupils are making the link:
Cwningen > Kaninchen
OUR EXPERIENCE
 Collaboration
 Cooperation
 Team work
 Joint meetings
COMMON INTEREST
 Grammar
 Spelling
 Reading
 Writing