VIEW FROM THE CLASSROOM
the previous lesson, encouraging students to develop language complexity over time.
Do you have any strategies outside of the language learning classroom? Creating a language-positive culture across the school has had a powerful effect. By encouraging language use outside the classroom and celebrating languages through themed events and assemblies, we’ve fostered a community that values multilingualism. Staff from various subjects reinforce the importance of language skills, creating a cohesive and supportive environment for students.
Together with displays and cultural events, we also find attending external events beneficial. Earlier this year we attended Pearson’s Celebration of Languages event where our students got to hear from those who use languages in different careers, helping our students connect language learning to real-world experiences.
students’ lives. That said, we know from a national perspective that maintaining language study interest is an ongoing challenge, and we work hard to keep our students motivated.
What challenges/barriers have you faced in getting students to engage with language learning?
One significant challenge is overcoming students’ perception that languages are too difficult or not useful, especially since English is widely spoken internationally. Some students think languages don’t offer as many career opportunities as STEM subjects, which can affect their motivation. We work to change these mindsets and make language learning feel accessible and enjoyable.
What strategies have worked in your classroom?
We’ve implemented several strategies to make languages more engaging and accessible. Through the ‘Teach Like a Star’ guided practice approach - which is adopted by all Star Academies schools - our classes incorporate dynamic techniques like choral repetition, songs, and poetry.
Do Now!
The ‘Teach Like a Star’ approach structures lessons to help students gain confidence, aiming to ensure each student can spontaneously use the target language in speaking or writing. A typical lesson starts with a DNA (Do Now Activity), where students practise speaking for three to five minutes using open-ended questions related to recently learned content. Students consistently participate in turn and talk, facing each other to foster real conversation, adding opinions for depth. During this, teachers actively monitor, address misconceptions and highlight excellent performances aligned with the learning outcomes Our lessons also focus on the four main skills— listening, speaking, reading, and writing—and use learning outcomes that challenge students to reach fluency. This scaffolding approach enables students to build language skills progressively, with outcomes set to focus on memory, fluency,
November 2024 and automaticity.
Key knowledge components like vocabulary, phonics, and grammar are emphasised. Vocabulary is classified by patterns (e.g. masculine/feminine forms), phonics highlights crucial sound-spelling relationships, and a specific grammar rule is spotlighted. These components are supported by a sentence builder tool, introduced with interactive techniques like varying vocal pitch, slowing words down, and clapping to engage students’ listening and speaking skills dynamically.
We Do!
Once students are familiar with the new content, we shift to the ‘We Do’ stage. Here, interactive games and activities help students reinforce language components and address misconceptions using mini-whiteboards for whole-class participation. Teachers track understanding in real time, adjusting based on student responses.
This stage is crucial for embedding language in students’ working memory, ensuring they’re prepared for the ‘You Do’ phase, where they independently produce language through writing or speaking, often from memory. Finally, our Exit Tickets serve as a quick assessment tool to gauge if the learning outcomes were achieved. Each ticket builds on
What impact have you seen? The results have been transformative. We’ve noticed a significant increase in student engagement. Lessons are vibrant, and students are eager to participate, often commenting on the excitement of seeing how language learning applies beyond the classroom. Their enthusiasm is evident, and more students are choosing to pursue languages at GCSE level. Technology and cultural integration have sparked renewed interest, making languages more relevant and relatable.
Do you have any tips for encouraging students to pick a language for their GCSE? To inspire students to choose languages, it’s crucial to highlight the broad benefits of language learning, such as career advantages and personal growth opportunities. We show students how language skills can set them apart in a competitive job market, while also underscoring the value of connecting with different cultures. Making language learning enjoyable and relevant from the outset is key - if students find joy in it early on, they’re much more likely to continue their studies.
Ultimately, language learning is a powerful tool for building well-rounded, culturally aware individuals. At Eden Girls’ Leadership Academy, we are committed to making language learning an enriching experience that supports our students’ future success, both academically and in life beyond school.
www.education-today.co.uk 27
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
