Transcript Mfldx2 - John Bald/language and literacy

Successful language learning
for pupils assessed as
dyslexic .
John Bald
Languages Show, October 2014
johnbald.typepad.com
Most pupils assessed as dyslexic
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do not process new material quickly
are limited or slow in reading
are weak spellers in English
(often) have irregular handwriting
Have weak memories or do not use
their memory effectively.
• (often) have interrupted language
development pre-school
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Dyslexia Look-Alike: Visual Stress
(Meares-Irlen Syndrome)
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Sensitivity to some wavelengths in light – ranging
from mild discomfort via headaches to epilepsy.
• Particularly sensitive to fluorescent lighting
• Can be tackled using coloured overlays or lenses
• Should be part of each schools assessment
procedures.
See: Wilkins, A. Reading through Colour.
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Two key questions:
• What is it in this child’s thinking that is
preventing him/her from learning?
• How can we help him/her adjust their
thinking so that they can learn?
Key resources for teachers
• Knowledge of the languages we are teaching, and
of “pinch points” for learners.
• Teaching techniques to present language clearly,
and to anticipate and tackle pinch points.
• Resources – books, equipment, ICT, esp Clicker 6.
• Trained assistants – if at all possible.
• The new National Curriculum.
• Knowledge of current brain research.
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Brain cells and connections
(from The Learning Brain, Blakemore and Frith, 2005)
As we learn, brain cells form connections with
each other that build into networks. These
connections are strengthened with practice.
Eric Kandel
In Search of Memory: the Emergence
of a New Science of Mind (NY, 2006).
(www.bookfinder.org)
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Brain cell
(from Neuroscience and Education, Teaching and Learning Research Project, 2007)
Royal Institution Christmas Lectures 2012
Royal Institution Christmas Lectures 2012
Royal Institution Christmas Lectures 2012: Six months
Royal Institution Christmas Lectures 2012: Three years
The brain adapts itself to
different languages
Reading Aloud in English and Italian, evidence from brain scans (active areas in black)
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Left: reading system of English and Italian combined
Centre: sound processing more active in Italian
Right: word form area more active in English
(fromThe Learning Brain, Blakemore and Frith, 2005)
Dyslexia’s Broken Bridges
Centre image shows reduced functions in
isthmus and in temporal cortex
The areas of the brain used for written and spoken language
are interlinked and overlap
(Dr. Matt Davis, MRC, Languages Today, Spring 2013)
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Hearing
Reading
Both
As we learn a new language…
• We add to and adapt the structures formed in
our brain as we learned our first language.
The neural basis of first and second language processing Daniela Perani and
Jubin Abutalebi
• These structures influence the way we learn the
new language, both the parts we find easy, and
the errors we make (Swan and Smith, Learner English.)
English speakers need to adapt to:
• New relationships between written and spoken
language, including spelling and pronunciation.
• Gender in nouns that have no physical gender, and
in associated pronouns and adjectives.
• Greater variation in verb forms than in English
(except for Mandarin!)
We promote the formation of
networks in children’s minds by
• Understanding the adjustments they need to
make to their thinking
• Explaining these clearly in terms children
understand.
• Clear and attractive presentation
• Teaching spoken and written language together,
so that children can see the links between them.
• Encouraging and answering questions
• Encouraging them to practise
We hinder the formation of networks by:
• Copying, which requires children to switch their
attention continually between the master version
and their own. These jerky movements thinking
and the formation of connections.
• Overloading, by presenting too much new written
material at a time, or presenting spoken language
that is too fast for children to understand.
Children assessed as dyslexic also need:
• To see new material as well as hearing it.
• Sometimes, to trace with a finger before writing
(kinaesthetic).
• Extra practice and personal support. Support is
best provided in advance, rather than as catchup. Grinding is not practice.
• To understand each aspect of their work fully
and clearly – so, take small steps.
• If textbooks are used, their own copy.
rojo
azul
verde
marrón
Books children already know can be
very useful!
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© Culturethèque IFRU 2014
A recurring phrase in a book provides security and
builds confidence
Physical activity can help learning...
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Copying errors from a Year 7 mixed-ability class
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Quel as âge tu.
O habite tu
Ou j’habites-tu
Où habite a Londres.
Common t’appelle tú_
Je onzo age
Ja un douze
Quel âge as-tu?
Où habites-tu?
J’habite à Londres.
Comment t’appelles-tu?
J’ai onze ans
J’ai douze ans
(experienced teacher, pupils had models of the sentences
they were trying to write, from which they could copy.)
French pinchpoints for English speakers
• The French like their spoken language to
flow, and their written language to be
precise.
• All nouns have a gender. (Very
occasionally, two – le or la professeur)
• The form of verbs varies more than in
English, and the negative is tricky.
…and a way of tackling the first one...
• Explain that vowels are voice sounds, and that two
together can be jerky – say je ai . Can they hear the jerk?
• Demonstrate the technique of dropping the first vowel and
replacing it with an apostrophe. Write apostrophe on the
board. Who thinks it’s an English word? Explain that
apostrophe comes from the Greek word for gap, and that
we have a gap when we take out a letter. So, we have j’ai.
• Have children study j’ai, then clean it off/minimise it, and
have them trace it with their finger on their sleeve or
desk. Nearly all will get it right. Praise.
• Write and explain the sentence J’ai un chat, noting the
letter at the end of the word that is not pronounced.
Repeat the tracing.
With Clicker…
Clicker 6 + Acapello voices www.cricksoft.com
Extensions suggested by Y4
Sentence Modelling…
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Presents new structures clearly and simply
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Extends opportunities for study, explanation and questions
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Lets children compose written sentences as they do spoken ones,
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Eliminates the to-and-fro brain switches involved in copying
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Letting us teach written and spoken language together
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Allows children to say what they want to say
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Lets us present advanced language clearly and flexibly
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Raises achievement in reading and writing
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Is easy to use, and can be practised on mobile devices.
Year 7, girl, assessed as dyslexic, before
sentence building work
Year 7, girl, assessed as dyslexic, after six
weeks’ sentence building work
Year 7, boy assessed as dyslexic
Year 4, higher-attaining girl
French Verb song
(song copyright ©Joe Biswell and John Bald)
Je
Tu
Il
Elle
(point to self, whole hand –finger pointing is rude)
(point to a friend, whole hand – they can’t help smiling !)
(point to a boy, not your tu friend)
(ditto a girl)
Nous Big circular sweep with both hands
Vous Point to teacher with both hands – explain that vous is a
mark of respect to a grown up.
Ils
Point to two boys both hands
Elles Point to two girls both hands
A possible order for verbs
• Pronouns only with actions
• Etre (negative with shaking of head)
• Etre positive (might try with nodding head)
• Some regular verbs - eg regarder, écouter, jouer, penser,
manger (these bring out regular patterns)
• Any other verb the children would need to use to say
something.
Some patterns in French verbs
Always
• ils/elles end in nt
Nearly Always
• Nous ends in
-ons
• Vous ends in
–ez
(not vous êtes and vous faites)
• Tu
s
(not tu veux or tu peux)
ends in
(not nous sommes)
• These patterns recur in almost all tenses, including those
made with auxiliary (helping) verbs, conditionals and
subjunctives.
Footnote: Spanish verbs
• Spanish takes a shortcut – unless there is a need to
emphasise it, the pronoun is incorporated into the verb.
• Spanish verbs can be sung to Ten Green Bottles, using the
same gestures as for the French
• Negatives are easy – just begin with no.
• Tengo is a good starting point, as it can be used to say so
many things, and the first person is easy to spell.