ContentsIntroductionWhy Teach Languages Early? 1

Part 1: Introducing a Language Programme 2-4

Part 2: Contributing to All Areas of the Curriculum 5-7

Part 3: Delivering an Effective Language Programme 8-13

Part 4: Integrating the Target Language into Classroom Routine 14

Part 5: Recording Progress in Language Learning 15

Part 6: Involving Parents and the Local Community 16

Appendix 1 Word Games 17-19

Appendix 2 Number Games 20-21

Appendix 3 Useful Websites 22-23

Appendix 4 Resources 24

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IntroductionWhy Teach Languages Early?The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives as individuals, contributors to society and contributors to the economy and environment.

Early second language learning helps fulfil this aim by enabling children to better understand themselves and others, to appreciate the cultures associated with their own and other languages and to know how their own and other languages work.

“Second language learning improves children’s communication and literacy skills, enabling them to develop their aural and visual memory and encouraging them to become clear and confident speakers as well as attentive listeners. Children are helped to develop a greater understanding of how language works by exploring the similarities and differences between their mother tongue and the second language.

Moreover, learning a second language serves to consolidate ideas, concepts and skills already taught in other areas of the curriculum and, when combined with elements from the areas of Personal Development and Mutual Understanding and The World Around Us, can help to create a meaningful and real context in which to develop children’s inter-cultural understanding.”

The Northern Ireland Curriculum Primary Statutory Document, p49

There is growing evidence to suggest the following:

• Theabilitytolearnasecondlanguageishighestbetween 0 and 6 years. It is therefore highly desirable that, from an early age, children should be exposed to other cultures and languages at a time when they are less self-conscious, naturally curious and more highly motivated.

• Earlylanguagelearningismostsuccessfulwhenthelanguage has a clearly defined purpose and is used in a range of contexts spanning all subjects of the curriculum.

• Theacquisitionoflanguagescanenhanceotherlearning, including problem-solving, literacy, ICT and Citizenship (JM Nash, Time, 1997; NL Komarova, Proceedings of the Royal Society B: Biological Sciences, 2001, see http://royalsocietypublishing.org).

All this suggests that it is best to teach languages as early as Year 1 and in the rich, stimulating environment of the primary classroom.

When early language learning is well taught and planned for, it can:

• promotepositiveattitudesandcontributetothedevelopment of the global citizen (PDMU);

• developagreaterawarenessoflanguage,consolidating basic structures and skills such as listening and speaking, and increasing children’s ability to analyse language features (Thinking Skills and Personal Capabilities (TSPCs) and knowledge about language);

• provideopportunitiestouseconceptsandskillschildren have already learned (across the Areas of Learning and TSPCs);

• enhancechildren’sself-confidenceastheyachieveintheir language learning experience (PDMU);

• developpersonalandinterpersonalskillssuchasturn-taking, listening to others, working together in pairs and groups (Working with Others and TSPCs); and

• begintodevelopanawarenessoftherangeofpossibilities available in the wider world (life choice and Employability).

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Part 1Introducing a Language Programme

Is Your School Ready?This section will be of particular interest to those with managerial responsibilities in schools.

Before embarking on an early language programme, it is worth considering the staffing implications.

Firstly, it would be worthwhile to get the views of the staff about which language they think should be introduced and to whom.

Secondly, it could be useful to carry out a staff audit to identify the linguistic competencies of staff members.

Finally, a whole school plan would need to be drawn up identifying:

• thenatureandcontentofthelanguageprogramme;

• thestaffinvolved;and

• theclassesinvolved.

Successful DeliveryResearch has shown that where early language learning has been successful, the teacher has demonstrated the following attributes:

• ahighlevelofproficiencyandconfidenceinusingthe language;

• aloveforthelanguageanditsassociatedculture;

• theabilitytoanalyseanddescribethelanguage;

• aknowledgeoftheprinciplesoflanguageacquisition;

• pedagogicalskillsspecificallyadaptedforteachinglanguages to young children; and

• theabilitytodeveloppracticalclassroomapproacheswhich recognise that the teaching of a second language enhances and supports the learning of the first.

Methods of DeliveryOnce a school has decided to embark on an early language learning programme, it must consider who is to deliver the programme. There are a variety of options, but the final choice will depend on the expertise available in school.

Classes might be taught by:

• the class teacher (with linguistic expertise and a knowledge of the culture);

• another teacher in the school (with linguistic expertise and a knowledge of the culture);

• a peripatetic tutor (with linguistic experience, a knowledge of the culture and a sound knowledge of primary methodology); or

• a language assistant (a native/near native speaker with sound knowledge of primary methodology).

Each method of delivery is valid within the primary context, and each method has its own advantages. All methods of delivery can be successful.

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Research suggests, however, that where possible the class teacher is the best person to deliver the programme: he or she knows the class better and is able to use the language as part of the daily routine. For the language experience to be positive, the class teacher must be linguistically competent and confident. They should have accurate pronunciation, knowledge and understanding of how the language works, and familiarity with the culture of the language.

Research has also demonstrated that a good primary teacher who possesses the necessary linguistic and cultural skills will know how to:

• teachusingreallanguageappropriatetothelearners’needs;

• chooseappropriatematerials(oftenavailableintheclassroom);

• adaptandsimplifymaterialsandtasks,e.g.retellingstories and incorporating cross-curricular work;

• involvethelearnersactively;

• motivatethelearners;

• encouragecommunicativeinteraction;

• useavarietyoftechniquestoensurecomprehension;and

• changeandpaceactivitieseffectively.

Where expertise is not available within the school, you may wish to use native or near-native speakers from the community as tutors. This can be very effective, providing they have had prior training in primary methodology and they have a clear understanding of the linguistic ability of the children. The school must also ensure that time is set aside for collaboration between the class teacher and the tutor, so the language experience becomes firmly embedded in the primary curriculum.

Sharing ExpertiseIt is worth talking to other schools before embarking on an early language learning programme. It would be a good idea to contact your local Language Adviser to find out if other schools in the area are offering a language programme. If they are, setting up a cluster group would allow you to share good practice, ideas and materials.

You could also consider involving the local post-primary school as a means of ensuring continuity of learning. Thiswouldrequireeffectiveplanningatanearlystageand involve both the primary class teacher and the post-primary language teacher. The schools would need

to develop a co-ordinated programme, with shared perspectives and transfer of information by means of a record of achievement or portfolio. A number of post-primary schools offer outreach work to local primary schools, either through Specialist Language status or as part of enrichment courses.

To ensure continuity and progression from class to class, schools might devise and instigate a development plan for early language teaching. The plan should address:

• linguisticprogression(seeLinesofProgressioninEarlySecond language Learning )

• thesustainabilityoflanguageteachingthroughoutthe school;

• theprovisionofstaff;

• theprovisionofresources;

• in-servicetrainingandstaffdevelopment,includinglanguage refresher courses; and

• collaborationwithotherprimaryandpost-primaryschools.

Which Language?When planning for early language learning, schools might consider:

• Whichlanguageismostappropriate?

– Which language do staff feel most comfortable teaching?

– Does the school have links with a school where the language is spoken?

– Are there children in the school who speak this language?

• Isthelanguagetaughtinlocalpost-primaryschools,and has this been planned for?

• Cancontinuityofteachingbeassuredifstaffleave?

• Whatsupportisavailablefromlocalagenciesandthecommunity?

• Arethereopportunitiesforprofessionaldevelopment?

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It is important to note that the choice of language is not significant for children to have a successful language learningexperience;thetransferableskillstheyacquirethrough the experience are what count. In the early stages of learning it is important, through careful methodology, to develop a child’s fascination for language, to build their confidence and self-esteem, and to enable them to learn how language works by finding patterns and comparing their own language with the new.

The key to success is effective planning, allowing children time to progress in their learning in an enjoyable and motivating environment.

Time AllocationsThere are two main factors related to timing that a school must consider:

• howmuchtimeisavailabletoteachthelanguagewithin the busy primary curriculum; and

• howmuchtimethechildrenneedtoassimilatethenew language and make progress.

In the early stages of language learning, schools should planforshort,frequentburstsoflanguage,forexample:

• daily10minuteslotsintheFoundationStage;

• atleastone20minuteslotperweekatKeyStage1with daily interaction and revision; and

• atleastone30minuteslotperweekatKeyStage2with daily interaction and revision.

The key to a successful language programme is frequency,repetitionandprogression.Thisleadstoeffective communication.

Follow-UpWhere the primary teacher is not the main deliverer of the language programme, there are ways to ensure that the programme is fully embedded in the primary curriculum. The class teacher should consolidate the main lesson in some of the following ways:

• Continueduringtheweektopractisekeyphrasestaught in the main lesson.

• Usethelanguageofmeeting,greetingandpraisethroughout the day.

• Talkaboutwhatthechildrenhavelearned.

• Talkaboutaspectsofculture,e.g.food,dress,geography and history.

• Presentataughtstory,songorrhymeaspartofanassembly or performance.

• Developlinkswithaschoolinthetargetlanguagearea.

• Investigateweblinkswhichcouldsupportthetargetlanguage.

• Encouragechildrentokeepadiaryorrecordoftheirtarget language experience.

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Part 2Contributing to All Areas of the Curriculum

Once you have decided to embark on a primary languages programme, it is important to note how it can contribute to all Areas of Learning in the Curriculum. The language programme can and should fit in with what you are already doing, demonstrating that there is a real purpose to language learning. The following are examples of activities that the children might be involved in.

Language and LiteracyListening and responding

• Listentothetargetlanguage(TL)asspokenbytheteacher, native speaker or voices on CD or video.

• Listenandrespondphysicallytorhymes,poems,stories and songs in the TL.

• Listenandrespondtoguidanceandinstructionsforclassroom management or in PE lessons.

• Becomeinvolvedinstorytelling,showingunderstanding by pointing to a picture, miming an actionorsequencingcardstoretellastory.

Developing an awareness of sound

• DistinguishbetweenTLandEnglishwordsbyplaying’odd one out’ or picking out rhyming words.

• Recogniseandtalkaboutfeaturesofthespokenlanguage, e.g. silent letters.

Listening and remembering

• PerformsimplefingerrhymesandpoemsintheTLaccompanied by physical actions.

• Joininstorytellingbychorusingorfinishingrepetitivephrases.

• Dramatiseastoryusingcostumesandprops.

• Retellpartsofastory,rhymeorsong.

Communicating

• TakepartinsimpleconversationsintheTLwiththeteacher or another child.

• Takepartingrouporallanguageactivities.

• Expressfeelings.

Reading

• Research information on some aspect of the TL culture using traditional and/or digital means.

• Begin to identify features of the TL, such as letters with accents.

Writing

• Begin to use simple words or phrases to label work in the TL.

The ArtsArt and Design

• Introduce and practise using the names of colours to describe paintings.

• Draw, paint or make characters or scenes from a TL story or poem.

• Investigate the work of artists and designers from the TL culture.

• Make finger puppets or a simple jointed puppet to use in role play situations.

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Music

• Listen to, learn and perform simple songs in the TL.

• Create effects or add atmosphere to parts of a story or action rhyme by adding sounds or music, such as scary music for the wolf in the Three Little Pigs and happy music for the end.

• Listen to and appreciate music from the TL culture.

Drama

• MimeTLwordsandphrases,oractoutsequencesfrom stories.

• Add physical movements to songs and poems.

• Take part in role play exercises in the TL.

• Use realia (objects from the TL country/area) to create a role play area in the classroom, e.g. a French café or a Spanish shop.

• Use puppets to practise new language in a creative and imaginative way.

Mathematics and Numeracy

• Practise saying numbers in the TL.

• Give instructions for programming roamers/Beebots in the TL.

• Sort, match and make patterns in the TL.

• Play with euros in role plays at the shop or café.

• Say and write the date in the TL.

There are many ways in which second language teaching can reinforce and support mathematics and numeracy strategies. For an extensive list of games associated with numeracy, see Appendix 2.

Physical Education

• Learn and perform simple traditional dances from the TL country/area.

• Play games in the TL, such as ‘The Farmer Wants a Wife’.

• Respond to simple commands in a PE lesson.

• Play parachute games in the TL.

The World Around Us

• Use books, internet, a partner school or video to find out about the lifestyle of children in the country of the TL.

• Compare our weather with weather in the country of the TL using holiday postcards and photographs.

• Introduce simple weather phrases and reinforce with rhymes and songs.

• Introduce animal names using picture cards or toy animals.

• Learn about animals in the TL country or about endangered species.

Personal Development and Mutual UnderstandingLearning dispositions

• Active, fun-filled language learning activities not only provide opportunities to develop memory and concentration but also motivate children, stimulating their curiosity, encouraging them to persevere and challenging them in an enjoyable, non-threatening manner.

• Children are encouraged to develop positive attitudes, not only to language learning but to learning in general.

Personal understanding

• During circle time, talk about names of children in other countries and give each child a name in the TL.

• Use puppets to teach feelings words, and reinforce these by having the puppets take on the roles of characters in a story and explain their feelings, e.g. ‘I am afraid’, ‘I am angry’.

• Teach words for simple body parts and reinforce through action songs and games, such as ‘Head, Shoulders, Knees and Toes’, ‘The Hokey Cokey’ and ‘Simon Says’.

Mutual understanding

• Appreciate ways we are similar and different to children in TL countries/areas, e.g. the clothes we wear.

• Become aware of our own culture and the cultural heritage of others, their traditions and celebrations.

• Be aware of the diversity of people around the world.

• Investigate customs in other countries associated with special dates such as Christmas and Easter.

Health (Healthy eating)

• Discuss the food we eat and what we know about food from the TL country/area.

• Introduce the names of some foods in the TL and use them in discussions.

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Ideas for Connecting Learning

Our Ideas for Connecting Learning (ICLs) provide effective opportunities to incorporate language work across the Areas of Learning. Here are a few examples:

• Houses and Homes – The Three Little Pigs; Little Bear (furniture; rooms in the house);

• Bugs, Birds and Beasts – The Little Elephant (jungle animals); Gregory the Gorilla Who Didn’t Like Bananas (food);

• Whatever the Weather – Valentine Knows Best, Hugo the Hedgehog (weather, seasons and clothes); and

• The Blue Planet – Rainbow Fish (sea creatures).

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Stage Sample ideas and resources

Warm-Up ActivityWhat is my warm-up activity?

• Afamiliarrhyme/poem/song• Throwasoftball/toytoindividualstoget

responsestopreviouslytaughtquestions• AMexicanwavearoundtheclasstopractise

familiar words or phrases• Apuppet

Learning IntentionsWhat are the learning intentions?

We are learning to:• saywhatwearecalled;• identifyquestionwords;or• singasongabout...

PresentationHow am I going to present the new language?

• Picturecards• PowerPoint• Mime/Actions• Realia(objectsfromtheTLculture)

PracticeWhat strategies am I going to use to practise the new language?

• Repeatusingdifferentvoices• Respondphysicallytoanoralstimulus• ‘Repeatifit’strue’• Game• Song/Rap/Rhyme• Roleplay

ConclusionHow am I going to conclude the lesson?

• Afavouritegame/song/rhyme• Anendingsong• Aritualactivity• Acelebrationofsuccess

Part 3Delivering an EffectiveLanguage ProgrammeMethodology: Recommended Model for an Early Language Learning Lesson

Note that the teacher should ensure understanding at all stages.

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Good Beginnings and EndingsAs with any good delivery, success is often determined by an effective beginning. This gets children thinking and speaking in the TL. You might choose to denote the beginning of the lesson by establishing a ritual, such as the appearance of a puppet or a familiar poem, song, rhyme or action. This invites the learners into the magical world of the language and its culture.

Aquickrevisionofpreviouslytaughtlanguageensuresthat all the learners are comfortable with it before dealing with any new material.

For example, you could:

• throw a soft ball or toy to a child while asking a previouslytaughtquestion–e.g.‘Howareyou?’–towhich the child has to respond;

• organise a Mexican wave of words or phrases around the class, such as greetings or animal words (not allowing the children to say the same as the person before them makes this more challenging, and timing the wave can add a fun, competitive element); or

• perform a known mime or action and have the children chant the word or phrase which goes with that action until you blow a whistle and change the action.

Endingthelanguagelessonwellisequallyimportant.Thelearner needs to be gently led from the world of the other language back into the normal classroom routine.

Recaponanynewlanguagetaught,perhapswithaquiz,before giving the children an opportunity to:

• say goodbye to the language puppet;

• take part in an ending song or rhyme; or

• participate in a ritual to celebrate the progress they have made.

For examples of good starting and ending rhymes, see CILT Young Pathfinder 6 – ‘Let’s join in!’ and the DVD ‘Languages are Child’s Play’ (ISBN 1858859875).

Games Games are an important and fun part of an early language learning experience. They help to develop children’s auditory and oral skills in a non-threatening way and can provide an opportunity to revisit material covered in other curricular areas.

Games are a means of encouraging everyone to participate, especially when a competitive element is introduced. The children eagerly ask and answer questions,practisingawiderangeofvocabulary.

When using games, ensure that:

• the children are familiar with the rules;

• the children are aware of the language learning intentions;

• the class knows the key phrases and vocabulary;

• opportunities exist to demonstrate the game;

• the game is properly organised, e.g. it starts and finishesattherightmomentandusesadequatespaceandthecorrectequipment;and

• there is an appropriate follow-up activity.

See Appendices 1 and 2 for a comprehensive list of games. To help with planning, these are divided up into Whole Class Games, Team Games and Pair and Group Games.

You can also watch some games in practice on the DVD ‘Languages are Child’s Play’.

Songs and RhymesFrom a young age children are exposed to rhymes and songs as part of their normal learning environment – so it would make sense to continue this practice in a second language learning programme. Songs and rhymes make an important contribution to the overall language development of the child, as they instil into the learner’s mind a sense of the rhythm of the language and its sentence patterns. Songs and rhymes help children in a wide variety of other ways, including:

• appealing to all the senses;

• enhancing their oracy, literacy and numeracy skills;

• building their confidence;

• helping them to focus on enjoyment;

• concentrating their attention on sounds;

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• helping them to memorise the language;

• integrating languages to support a cross-curricular topic; and

• enabling the children to explore the culture of a country through its traditional songs and rhymes.

All kinds of songs and rhymes can be used, such as:

• authentic songs and rhymes in the TL;

• made up songs and rhymes that practise a particular language structure; or

• familiar songs and rhymes translated into the TL.

Well-known tunes that can easily be adapted to new language include:

• FrèreJacques(e.g.numbers,greetings);

• She’ll Be Coming Round the Mountain (greetings); and

• My Darling Clementine (praise words).

Familiar songs and rhymes that can be found in translation include:

• Happy Birthday to You;

• FrèreJacques;

• Hickory Dickory Dock;

• Twinkle Twinkle Little Star; and

• There Were Ten in the Bed.

Simple rhymes linked to the Thematic Unit ‘Houses and Homes’ appear on the Primary Languages microsite in French, German, Irish and Spanish. Follow the links from www.nicurriculum.org.uk

You can also see examples of songs and rhymes in practice in the DVD ‘Languages are Child’s Play’.

StorytellingStorytelling develops listening skills, provides a good model for pronunciation and grips the imagination.

Familiar stories, such as fairy tales, can help children understand the TL. Other stories might link well with a particular unit or theme. You can also make up stories to practise particular language structures.

Steps to telling a good story

1) Identify the key vocabulary.

2) Present and practise the key vocabulary: - using mime, picture cards or realia to help with meaning; and - ensuring the children take part in lots of repetition games.

3) Tellthewholestorythroughthefirsttime.

4) Invite the children to join in the story by: - miming; - repeating key words or phrases aloud; - finishing off sentences or phrases; - playing memory games (e.g. ‘What comes next?’

‘Who comes next?’); - checking for understanding; and/or - practising key sounds.

5) Develop the story by inviting the children to: - match pictures and text; - sequencepicturecardstoretellthestory; - listen to parts of the story and draw a suitable

picture; - listen to parts of the story and create a tableau;

and/or - act out the story.

6) Develop the story further by: - using its key structures in different contexts; or - embellishing the story by adding adjectives or extra

details.

The Primary Languages microsite at www.nicurriculum.org.uk has a number of stories in French, German, Irish and Spanish. These link to the Thematic Units ‘Houses and Homes’, ‘Whatever the Weather’ and ‘Bugs, Birds and Beasts’. There are also suggestions for activities in the Teachers section.

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Other stories which work well in an early language learning programme are:

The Enormous Turnip The Bad-Tempered Ladybird

The Very Hungry Caterpillar Farmer Duck

Dear Zoo The Gruffalo

Mr Grumpy’s Outing The Little Red Hen

The Gingerbread Man Itchy Bear

Little Red Riding Hood Peace At Last

You can see story-telling sessions in practice in the DVD ‘Languages are Child’s Play’.

Effective Use of Picture CardsVisuals are an attractive way to introduce, reinforce and revise language. To introduce the language:

• Showapicturecardandsaytheassociatedwordorphrase. Encourage the children to repeat in a variety of voices,e.g.loud,quiet,happyandsad.

• Showapicturecardandhavethechildrenchanttheword/phrase until you blow a whistle. Then change the card and have them change to the new word/phrase.

• Showapicturecardandsayawordorphrase.Thechildren only repeat if you have said the correct word or phrase.

To reinforce and revise the language:

• Hide one picture card behind your back; the children have to guess which one it is.

• Place all the picture cards on the board. The children have to put the cards in the order you call them out.

• Place all the picture cards on the board, and ask the children to close their eyes. Remove a card and allow them to open their eyes. The first to say which card is missing gets a point for their team.

• Place all the picture cards on the board and divide the class into two teams. One member of each team comes to the board. Say a word or phrase; the first to touch the correct picture card gets a point for their team.

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• Several children stand at the front of the class, each holding a different picture card. Give the rest of the class a chance to memorise who has which card. The children then hide their cards and swap places. Ask ‘Who has...?’ (e.g. ‘Who has the football card?’); the children have to remember the answer.

• Set up nine picture cards in a noughts and crosses formation on the board. Split the class into two teams. The children have to correctly name the word or phrase associated with a picture card in order to place their ‘x’ or ‘o’ in the grid.

• Introduce the written word(s) that go with each picture card. The children have to match each picture with the correct text.

• Put a number, colour or letter in the corner of each picture card. Then ask children what number is ‘the dog’ etc.

Role Play/Group and Pair WorkRole playing is an excellent way of encouraging children to use the language in particular contexts. The key to successful role play is finding ways to practise the same structures as many times as possible without the children getting bored. There is a natural progression within the role play:

• Role play with support: You could place the picture cards on the board to guide the role play, changing them slightly each time.

• Role play for a purpose, e.g. finding a partner: You could prepare individual cards with one half of a well-known partnership such as Tigger or Winnie the Pooh, Pig or Wolf. Alternatively, choose a category such as healthy and unhealthy foods. The children have to ask eachotheranappropriatequestiontofindapartner.

• Cocktail party activity: The children prepare a short conversation of a couple of exchanges. They walk around the class until the music stops or you blow a whistle. Then they have the conversation with the person standing nearest to them until the music starts again, and so on. Continue until each child has practised the same conversation with at least five others.

• Market research: The children have to ask the same questiontoasmanypeopleintheclassaspossible,e.g. ‘What is your favourite colour?’, and note the answer. You could present the results as a graph.

• Role play creatively and independently: This could be where children role play using puppets, enact café scenes, or simply make up their own conversations.

• To encourage the children to listen attentively when another pair are performing a conversation, it is a good idea to get the rest of the class to mime out what they hear. They will already have learned specific mimes for each word or phrase in the initial presentation stage.

Using ICTAt no other time has technology been so important in the teaching and learning experience of children. The effective use of ICT in the language classroom can enhance the linguistic experience of the children by:

• increasing their exposure to native speakers;

• providing new opportunities to engage their interest;

• giving access to resources on the internet;

• enabling remote teaching and learning; and

• increasing opportunities for independent learning.

ICT activities, such as use of the interactive whiteboard, digital cameras and CD-ROMS, can be very motivating for children.

CD-ROM CD-ROMs provide a variety of material to practise vocabulary. Video clips can provide authentic images of life in areas where the target language is spoken. Most CD-ROMs have interactive activities and games to reinforce newly learned vocabulary.

PowerPoint You can use PowerPoint to:

• present new vocabulary in pictures and words;

• retell stories using pictures from clip art; and

• provide opportunities for the children to predict the next line of text in a story.

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Video-ConferencingThis tool can enable children to link up with classes in the TL country/area to practise the language they have been learning in a very real situation. If this is not possible, children could perhaps link up with language classes in another primary or a local post-primary school.

InternetChildren can use the internet to:

• explore websites for information about the TL country/area; and

• access websites with interactive activities for the early language learner.

Desktop Publishing Packages such as Microsoft Publisher can be used to:

• create banners to display in the classroom, e.g. ‘Welcome’ posters, labels for classroom objects and signs for the school; and

• produce attractive and professional leaflets in the TL that include photos from the internet.

Using PuppetsPuppets are an ideal method of introducing a second language into the classroom, as children are often less self-conscious about speaking in the second language when using a puppet. They use the puppet to communicate for real purposes while developing their listening, speaking and communicative skills.

Children learn experientially through visual, aural and kinesthetic involvement in a subject. Puppets are bright and colourful, tactile and moving. They engage the child as a whole person, increasing their interest in the lesson and leading to deeper learning.

You can use a puppet to introduce and practise new language. Using the puppet as a ‘native speaker’ can provide a convincing, non-threatening role model for the children. Generally children imitate conversations conducted by the people around them. Using the puppet gives them an ideal opportunity to practise this very natural language learning strategy.

The children could have their own individual puppets with individual identities and personalities. Use these to practise new and revise old language and structures in pairs and groupwork. Initially, children could work with their puppets on a one-to-one basis, practising previously taught conversations and vocabulary such as ‘Hello, how are you?’ ‘What is your name?’ From this they could move on to working in groups or in front of the class in songs and rhymes, so creating and enacting a variety of effective role plays.

The appearance of a puppet can also be the symbol for the beginning of the language lesson.

You can see examples of how puppets can be used in practice in the DVD ‘Languages are Child’s Play’.

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Part 4Integrating the Target Language into Classroom Routine

You can integrate the TL in a variety of ways:

It is good practice to try to incorporate as much of the target language as possible into normal daily routine. Veryquickly,thechildrenwillbecomeusedtohearingandspeakingtheTLasamatterofcourse.

• Greeting the class with ‘Hello’, ‘Good Morning’, ‘Good Afternoon’, ‘Goodbye’

• Asking ‘How are you?’

• Greeting visitors

• Taking the register (children can answer their name with a given number, alphabet letter, fruit, colour etc)

• Writing the date daily

• Completing a daily weather chart

• Using praise words, such as ‘Great’, ‘Well done’, ‘Good effort’

• Using sanction words, e.g. ‘Quiet, please!’

• Simple class instructions, e.g. ‘Stand up’, ‘Sit down’, ‘Line up’

• Discussing healthy foods at break, e.g. ‘Who has a banana?’, ‘Who has an apple?’

• Singing ‘Happy Birthday’

• Environmental print

• Comments in exercise books

• Spelling out words in the TL.

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Part 5Recording Progress in Language LearningIt is very useful to keep a record of early language learning. This allows you to reflect on a child’s progress, and it gives children the opportunity to think about their achievements. It also provides information which can be passed on through the primary school and ultimately to the child’s post-primary school.

An ‘I can now ...’ portfolio is an easy way to record progress that is not too time-consuming. It is a way of reinforcing learning intentions and encouraging the children to reflect on how well they have achieved those intentions, for example:

• ‘I can sing a song in Spanish.’

• ‘IcanidentifyaquestionwordinFrench.’

• ‘I can take part in a short conversation about the weather.’

The children could tick boxes or colour in speech bubbles to indicate when they can do what has been asked. Alternatively, the number of smiley faces they colour could indicate how confident they feel about what they can do.

There should also be opportunities:

• for children to indicate what they like best and what they dislike about learning the TL;

• for the class teacher to discuss with the children how they learn; and

• to highlight the transferable skills that form part of early language learning.

You could make up a workbook including some simple reading and writing exercises, for example:

• Match the English and TL phrases.

• Colour the correct spelling.

• Fill the gaps in the conversations.

A vocabulary section in their workbooks or notebooks would allow children to refer to words and phrases they have learned whenever they need a reminder.

Children could create their own mini-dictionary of other words and phrases they come across. This would give them an opportunity to take ownership of their learning.

It is also useful to have a section for children to keep some examples of work they have done, such as poems and labelled pictures.

Stickers in the TL, which are readily available (see the Useful Websites section), or home-made certificates of merit can reward effort and celebrate success in language learning.

For further information, see the details about the European Languages Portfolio on the CILT website.

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Part 6Involving Parents and the Local CommunityWhen parents and those in the local community find out about the early language learning that is taking place in the school, many will be eager to get involved and to experience what their children are learning.

There are many ways in which parents and members of the local community can be involved in aspects of early language learning and share in the children’s success. You might consider some of the following:

• Incorporate songs, rhymes or role plays in the TL into an assembly.

• Include a Christmas song or part of the Nativity in the TL in the Christmas concert.

• Organise a TL concert in which each class showcases something they have learned, e.g. a song, a poem, a game, a rap or a short conversation.

• Invite parents and the local community to breakfast or a café with foreign food items and the children acting as waiters – all in the TL, of course.

• Invite families to come along to a special lesson of holiday-specific vocabulary: a family holiday language lesson.

• Arrange a festival day.

• Celebrate the European Day of Languages with a variety of activities. For example, give children the opportunity to dress up in a special costume from another country. (See www.cilt.org.uk for more ideas.)

• Hold a Flag Day: each class chooses a country and the children come to school dressed in the colours of that country’s flag. Arrange activities to teach the children some phrases in the country’s language and about food or customs from its culture.

• Send the children home with a CD of songs and rhymes to practise with their families.

• Give parents a list of useful websites for simple language learning activities.

• Find out if any parents are linguists or native speakers, and ask if they could help out.

• Ask local post-primary schools if teachers from the languages department – or GCSE or A-Level students – could come out to support language activities.

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Appendix 1 Word GamesWhole Class Games

1. Bingo Give all the children pre-prepared bingo cards with

pictures of words or phrases. Call out words and phrases at random; when a child hears a word on their card, they mark it off. Continue until someone completes their card and calls ‘Bingo!’

2. Duck, Duck, Goose Use a combination of two words or phrases in the

target language, such as ‘Hello, Hello, Goodbye’ or ‘Little Pig, Little Pig, Wolf’. The children sit in a circle. One child walks around the outer edge saying ‘Hello, Hello’ as many times as they want while tapping each child on the head. When they say ‘Goodbye’ to a child, that child has to get up and chase them around the circle. The winner is the one who sits down first. Alternatively, the child who is told ‘Goodbye’ has to stand up and do a mime for ‘Goodbye’. Then you can play the game in the classroom, with all the children in their seats.

3. Find the Object One child leaves the room, and the others hide

an object or picture card. When the child comes back in, everyone else starts chanting the name of the object (e.g. ‘Pencil! Pencil!’) in the TL. They chant more loudly as the child gets nearer to the objectandquietlyiftheymovefurtheraway,untilthe object is found. This also works very well with letters of the alphabet and numbers.

4. Four Corners Place a picture card in each corner of the

classroom. The children move around while the music plays, and when the music stops they choose and move to a corner. In turn, the groups in each corner shout out the word or phrase on their picture card. You then choose a corner; the children in that group are out and have to sit down.

Alternatively, the children move around the room until you blow a whistle or the music stops. Then shout out a word or phrase, and the children all have to go to the correct corner. The slowest is out.

5. Fruit Salad The children sit in a circle. Choose a category, such

as animals or greetings, and give each child a mini picture card representing a related word or phrase. One child goes to the centre of the circle and calls out a word or phrase. The children with that picture card have to swap places, while the child in the centre tries to take one of their places and leave someone else in the centre.

6. Hot Potato The children stand in a circle. One child holds a ball

or soft toy and says one of their unit vocabulary words or phrases in both English and the TL. If they do this correctly, they may pass the ball to another child, who repeats the process with a different word.ThisencouragesquickthinkingintheTL.

7. Jump the Line Have the children line up in front of you, one

behind the other. Hold up a picture card in each hand. Say a word or phrase that describes one of the picture cards; the children jump out of the line to the left or right, in the direction of the correct card. Those who jump the wrong way are out.

8. Kim’s Game Show the class a collection of objects or picture

cards. Give them a few minutes to memorise the collection, then cover it up. Challenge the children to remember as many things as they can and name them in the TL.

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9. Pass the Parcel Fill a bag with objects or mini picture cards. Pass

the bag around the room while music plays or the children sing a verse of a song. When you stop the music, the child holding the bag picks out an object or card while the class chants ‘What is it?’ The child holds up the object and tells the class what it is.

10. Simon Says Use a number of previously taught words or

phrases that have accompanying mimes. Have the children stand up. If you say ‘Simon Says’ and a word or phrase, the children do the correct mime. If you don’t say ‘Simon Says’, the children do nothing – if they do a mime, they are out and sit down. To speed up the game, the slowest to respond when you say ‘Simon Says’ can also be out.

11. Throw the Ball Throw a ball or soft toy to a child while saying

aquestion,awordoraphraseintheTL.Thechild replies with the answer, a mime or the corresponding English word or phrase. This is a good way to eliminate self-consciousness, as the children do not have to put up their hands to answer. They often answer before realising what they have done!

12. Where is George? This is a fun game to practise asking and saying

names in the TL. One child leaves the room for a moment, while you give another child a soft toy or puppet – called ‘George’ – to hide on their person. The task is for the child who left the room to find George by asking the others one by one ‘What’s your name?’ Children who aren’t hiding George answer with their own name, or any other name in the TL. The child who is hiding George must answer ‘My name is George’ and produce the toy George.

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Team Games

1. Charades One person from each team stands up. Do one of

the mimes you have previously taught. The first person to say in the TL what you are miming gets a point for their team.

2. Relay Game Place picture cards on the board. Divide the

children into two teams, and line each team up, one behind the other, in front of the board. Give each team a box with the words for the items on the picture cards. Each child in turn picks out a word from the box and sticks it on the correct picture, then moves to the back of the line. The team that finishes first wins.

3. Scavenger Hunt Give each team a list in the TL of objects to find. The

first team to come back with all the items on the list wins.

4. Stepping Stones Place picture cards on the floor or stick them to the

board to represent stepping stones over a river. Each team has to cross from one side to the other by naming the picture cards correctly in the TL.

5. Which One’s Missing? Show a number of objects or picture cards. Ask the

children to close their eyes, then remove one card. The children open their eyes again, and the team that guesses first which card you have removed gets a point.

Pair and Group Games

1. Acrostic Poems Working in groups or pairs, the children make

up acrostic poems using specific categories of vocabulary such as animals or names.

After a game, reward the winners with a praise song by putting simple praise words in the TL to any well-known tune, such as ‘My Darling Clementine’ or ‘FrèreJacques’.

You might also want to invite the winners to choose the next game, or a song or rhyme to finish the session.

2. Board Games Design a simple board game with some pictures on

certainsquares.Thechildrenthrowdiceandmaketheirwayaroundtheboard.Iftheylandonasquarewith a picture, they have to say the appropriate word or phrase in the TL. The winner is the one to reach the end first.

3. Dominoes In groups, the children play dominoes using sets of

pictureandwordcards,questionandanswercardsor TL expressions with their English translations.

4. Mnemonics Each group makes up a silly mnemonic to

remember items of vocabulary or phrases, such as the days of the week (e.g. ‘languages make me jolly on very sad days’ for French ‘lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche’).

5. Pelmanism Give each group a set of picture cards and a set of

matching word cards in a different colour. Place all the cards face down on the table. Each child in turn picks up two cards, one from each set. If they have a matching pair, they keep the cards. The winner is the one with the most matching pairs at the end.

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Once children are familiar with numbers in the target language, you can use the TL to consolidate and revise number facts with them. Almost all of the following numeracy activities can be adapted to practise any vocabulary in the TL.

1. 1–2–3 Game The children stand behind their chairs. The first

childstartsat1andcansayupto3consecutivenumbers:‘1’,‘1,2’or‘1,2,3’.Thenextchildcontinuesthesequence,andsoonaroundtheroom.Eachchild can say up to three numbers. When they reach number 11, the child who has to say ‘11’ is out and sits down. The next child starts again at 1, and so it goes on until the last child standing is the winner.

2. Alphabet Values Once the children are familiar with the alphabet and

numbers up to 26, they can play this game. Give each letter of the alphabet a value, e.g. a = 1, b = 2. The children work out the value of their name. The winner is the person who has the name with the highestvalue.Youcanusethistechniquewithanyother items, e.g. names of animals or items of food.

3. Bingo Thechildrendrawagridof4,6or9squaresandwrite

differentnumbersineachsquare.Whenyoucallouttheir number, they cover it with a counter. The winner isthefirsttocoveralltheirsquares.Thewinneroravolunteer could be the caller for the next game.

4. Chair Challenge One child stands behind the chair of another child,

both facing the same direction. Give them a sum in the TL, e.g. ‘4 plus 5’. The first child to answer correctly wins and goes to stand behind the next child. The challenge is to see which child can remain standing the longest.

5. Clapping and Guessing Clap, or ask a child to clap, a number of times. The

next child must say how many claps they heard.

6. Count up to 19 You will need numbered grids and dice for this

game. Give each pair of children a grid and a die.

Child A begins by throwing the die. He/She adds the number shown to zero, says the sum, e.g. ‘zero plus two equals two’,andputsthecounteronSquare2.Child B then throws the die and continues, e.g. ‘two plus three equals five’. They continue until they reach the end of the grid, but they have to finish exactly onSquare19towin.

7. Counting and Clapping Say the numbers in order together accompanied by

the appropriate number of claps.

8. Counting Around All the children stand up and begin counting around

the class, beginning at any number they choose (not necessarily ‘1’). They say one number each, and as soon as a child hesitates, they have to sit down and the others begin again. Clicking fingers can increase speed.

9. Counting Hello Count to six around the class. The sixth child stands

up, and the rest of the class must say ‘hello’ to them, oraskthemaquestion,intheTL.

10. Counting in Different Voice Tones Count the numbers aloud together, the first loudly,

thesecondquietly,andsoon.

Appendix 2 Number Games

0 1 2 3 4

5 6 7 8 9

10 11 12 13 14

15 16 17 18 19

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11. Counting to Familiar Tunes Singthenumbersinsequencetofamiliartunes,

suchas‘FrèreJacques’or‘ThreeBlindMice’.

12. Counting with Actions Countoutnumbersinsequenceandaccompany

each one with a different action, for example:

1 March on the spot. 2 Jog on the spot. 3 Turnaround. 4 Jump on the spot. 5 Clap hands. 6 Tap your feet.

13. Hidden Numbers Choose a number for the class to guess. Each time

they make a suggestion, help by saying ‘higher’ or ‘lower’.

14. ‘Jump in’ Game Organise the class into one or two circles, and give

each child a number. The children begin to walk, skip or hop around in their circle. When you call out a number, all the children with that number should jump into the middle of the circle. Continue until all the children are in the middle of the circle. Then reverse the process, this time with the children jumping out of the circle.

15. Mental Arithmetic The children add, subtract, multiply and divide in

the TL.

16. Mini Whiteboards This game encourages children who are reluctant to

speak. Give a mini whiteboard to each child. Pose a question,andgivethechildrenamomenttowritedown the answer and hold up their whiteboard. You can see immediately who has understood and check the answers.

17. Noughts and Crosses Draw a noughts and crosses grid on the board and

fill it with numbers. Divide the class into two teams. Play the game in the normal way, except that the childrensaythenumbersofthesquarestheywantto cover with an ‘x’ or an ‘o’. The team that gets three in a row wins.

18. Number Sequencing The children chant the numbers in different

sequences–forwards,backwards,oddnumbers,even numbers, multiples of three, etc. You could use the counting stick for this, or allow the children to pick a number from a selection and use this number as a starting point for counting. Clicking fingers as they count can help to increase speed.

19. Register Give each child a number. When you take the

register, instead of calling out their names, the children call out their numbers in the TL.

20. Ring the Number Divide the class into two teams, and number the

children in each team. Divide the board in two and write the same numbers randomly on each half of the board. Call out a number; the child in each team with that number comes to the board. Call out another number; the first child to circle that number on the board gets a point. You can make this more challenging by calling out two numbers and asking the children to circle the sum of the two numbers.

21. Show Me Giveeachchildastripofcardabout30cmlongwith

a large dot at one end and a paper clip or clothes peg. The dot always represents the lowest value on the strip. For example, you may say that the dot represents 0 and the other end 10 and ask the children to show where 5 would be on the strip. Or the dot could represent 10 and the other end 20, and they show where 12 would be.

22. Throwing the Dice With the children sitting in a circle, roll a large foam

dice into the middle and ask them what number is represented. Once they are familiar with the activity, allow them to gently roll the dice to one another in the circle and say what the number is. You could also ask them to guess what the next number will be. As they learn more numbers, you could introduce two die and have the children add the two numbers together.

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Teaching Ideas and Activities

www.nicurriculum.org.uk The Primary Languages section contains materials and activities in French, German, Irish and Spanish based on the Thematic Units ‘Houses and Homes’, ‘Whatever the Weather’ and ‘Bugs, Birds and Beasts’. It has been developed to help primary teachers integrate an element of language teaching into their classrooms.

www.cilt.org.uk This is the centre of expertise on languages and language learning and contains a wealth of information about all aspects of language teaching.

www.primarylanguages.org.uk This site supports the introduction and development of primary languages in Key Stage 2. There are many video examples of teaching languages in practice.

www.primaryresources.co.uk/mfl Here you will find ideas and tips for teaching primary languages.

www.teachingideas.co.uk The languages section contains lots of ideas for games and activities.

www.bbc.co.uk The primary languages section of this site has activities in French and Spanish.

www.angloeuropean.essex.sch.uk/ There are lots of resources and PowerPoint presentations in French, Germanresources/primary_resource.htm and Spanish here.

http://ngfl.northumberland.gov.uk/ This site has lots of animated stories and rhymes in French, German andlanguages/default.htm Spanish.

www.teachers.tv Here you can find video footage of many primary language lessons, as well as discussions about methodology.

www.songsforteaching.com This site has lyrics and songs to listen to in French, German and Spanish.

Appendix 3 Useful Websites

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Resources to Buy

www.little-linguist.co.uk Resources to buy in French, German, Irish and Spanish

www.linguatots.com Language learning products for use with very young children

www.languagesrfun.co.uk Resources, posters, signs and picture cards in French and Spanish

www.younglinguists.com Many teaching resources and story books in various languages from the Young Europeans Bookstore

www.schofieldandsims.co.uk This educational publisher of primary level books has a variety of posters in different languages

www.superstickers.com A variety of rewards, stickers, bookmarks etc. in different languages

www.earlystart.co.uk Puppets, Euro play money and other resources

www.mlgpublishing.com The site for miniflashcards and other language games, with ideas on how to use pictures and games in the classroom

www.storysack.com Resources including puppets and props for storytelling

www.partypacks.co.uk Decorations, bunting etc. for different countries to celebrate National Days or to decorate rooms

Subscription Sites

www.linguascope.com Lots of activities and related worksheets in French, German, Italian and Spanish

www.quia.com Lots of ready-made resources and facilities to allow you to create your own onlinequizzes

www.leclubfrancais.co.uk/ An interactive language website.babelzonenew/index.asp

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CILT Publications, and especially the Young Pathfinder series (YPF), are excellent resources. They are full of general ideas about what to do in an early language learning classroom to build confidence and raise

awareness of how language is structured while having fun. Although most examples are in French and German, the ideas can easily be adapted to other languages. For details on further CILT resources, see www.cilt.org.uk

Appendix 4 Resources

YPF 1 – Catching Them Young How to integrate language teaching into the primary curriculum

YPF2 – Games and Fun Activities Many strategies and activities that enable young learners to develop their language skills

YPF3–AreYouSittingComfortably? Howtotellstoriestoyounglanguagelearnersthatkeepthemspellbound and develop their listening skills in the target language at the same time

YPF4 – Keep Talking How to introduce the language into the classroom and develop strategies for teaching in the target language

YPF5 – First Steps to Reading and Writing How to get young learners accustomed to working with written text

YPF6 – Let’s Join In! Rhymes, poems and songs that motivate young learners

YPF7 – Making the Link How to link a language to other areas of the curriculum

YPF8 – Grammar is Fun How to develop grammatical awareness through games

YPF9 – The Literacy Link Strategies for the development of listening, speaking, reading and writing skills

YPF10 – A World of Languages Developing children’s language-learning potential through an awareness of the sounds and structures of different languages

YPF11 – A Flying Start! A rationale for early language learning that offers help in planning a scheme of work with attention to progress

YPF12 – Working Together Using native speaker assistants in the primary school

YPF13–MindtheGap! Waystostrengthenlinksbetweenschoolsinordertoimprovetransition betweenKeyStages2and3

YPF14 – We Have the Technology! How to integrate ICT into language learning throughout the primary school

YPF15 – Speak Up! Practical guidance to help the teacher and the children interact in the target language

YPF16 – Leading the Way Practical guidance to make the successful, integrated teaching of languages in the primary school a realistic goal