The National Centre for Excellence for Language Pedagogy�(NCELP):�Linking research on language learning
and teaching with classroom practice
and curriculum design
Prof. Emma Marsden,
Director NCELP
University of York
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Rachel Hawkes
The logic driving NCELP’s activities
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Rachel Hawkes
Some evidence about links between �pedagogy and motivation
Learners’ perceptions of ‘ease’ and sense of ‘achievement following effort’ lead to increased motivation
Graham (2004)
Just telling learners “FLs are useful” does not influence uptake;
Taylor & Marsden (2014) OASIS summary
Not being able to ‘sound out’ words is de-motivating
Erler & Macaro (2012) OASIS summary
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Rachel Hawkes
research-informed,�teacher-informed,�co-delivered professional development and resources.
Specialist Teachers deliver training to four hub schools. Via Monthly Teacher Research Groups, lesson observation & discussion, resource creation, annual Hub conference
NCELP delivers monthly half-day CPD on research & resources to Specialist Teachers
NCELP residential for Specialist Teachers
What is NCELP and what is it doing?
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Rachel Hawkes
The Nine Lead Schools
Working with 9 Hubs:
9 Lead Schools each with 4 hub schools
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Rachel Hawkes
NCELP team
Director: Prof Emma Marsden (University of York)
Co-Director: Dr Rachel Hawkes (Comberton Academy Trust)
Resource developers
Dr Inge Alferink�Nick Avery
Natalie Finlayson
CPD providers
Victoria Hobson�Stephen Owen
Tech team for Gaming Grammar
Andy Wood�Dr Nick Sephton
Tech team, �Resource Portal
Dr Frank Feng�Dr Sebastian Pelucha
Research and CPD specialists�
Prof Suzanne Graham (University of Reading)�KS2-3 transition, literature, meaningful practice��Dr Rowena Kasprowicz (University of Reading)�KS2 knowledge about language, grammar��René Koglbauer (University of Newcastle)�School FL policy, leadership training, CALL��David Shanks (Harris Federation)�School FL policy, CALL, differentiation��Dr Robert Woore (University of Oxford)�Teaching and learning phonics, reading, vocabulary
Management and administration
Ann Mannion, Heather Bradley, Wendy Burns
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Rachel Hawkes
Approaches to pedagogy
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Rachel Hawkes
Putting classroom FL learning in context…
In your home language:
Have 17,520 hours exposure by age 4 (Roffwarg et al., 1966)
Hear 2,000 -15,000 words a DAY (Weisleder & Fernald, 2013)
Have 3,000 - 5,000 spoken words before learn to read
Foreign language in England:
429 hours in KS3 + KS4 combined (ages 11-16)
Learn 4-10 words an hour
short cuts, anyone?!
Conscious learners
We can rely little on innate linguistic or implicit learning
DeKeyser, 2015 & 2017
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Rachel Hawkes
Bachman (1990)
Canale & Swain (1980)
Organisational Competence
Grammatical Competence
Morphology
Syntax
Vocab
Phonology/
Graphology
Textual Competence
Cohesion
Rhetoric
Pragmatic Competence
Illocutionary Competence
Functions of language
Sociolinguistic Competence
Register/
Genre / Dialect
What do we want to teach?
What does it mean to be competent in a language?
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Rachel Hawkes
NCELP pedagogy
Pupils need to gain systematic knowledge of the vocabulary, grammar, and sound and spelling systems (phonics) of their new language, and how these are used by speakers of the language. They need to reinforce this knowledge with extensive planned practice and use it in order to build the skills needed for communication. (MFL Pedagogy Review, p.3)
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Rachel Hawkes
OASIS: https://oasis-database.org
Open Accessible Summaries in Language Studies
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Rachel Hawkes
PHONICS
and systematic revisiting
Erler, L. and Macaro, E. (2012) ‘Decoding Ability in French as a Foreign Language and Language Learning Motivation’. The Modern Language Journal, 95(4): 496-518.
Porter, A.M. (2014) An early start to French literacy: Learning the spoken and written word simultaneously in English primary schools. PhD thesis, University of Southampton.
Woore, R. (2007) ‘“Weisse Maus in Meinem Haus”: Using Poems and Learner Strategies to Help Learners Decode the Sounds of the L2’. Language Learning Journal, vol. 35, no. 2, pp. 175-188.
Woore, R. (2009) ‘Beginners’ progress in decoding L2 French: some longitudinal evidence from English Modern Foreign Languages classrooms’. Language Learning Journal, vol. 37, no. 1, pp. 3-18.
Woore, R. (2010) ‘Thinking aloud about L2 decoding: an exploration into the strategies used by beginner learners when pronouncing unfamiliar French words’. Language Learning Journal, vol. 38, no. 1, pp. 3-17.
Woore, R. (2014) ‘Beginner learners’ progress in decoding L2 French: transfer effects in typologically similar L1-L2 writing systems’. Writing Systems Research, volume 4(2): 167-189.
Woore, R (2018) ‘Learners’ pronunciations of familiar and unfamiliar French words: what can they tell us about phonological decoding in an L2?’ The Language Learning Journal, 46(4):456-69.
Woore, R., Graham, S., Porter, A., Courtney, L. and Savory, C. (2018) Foreign Language Education: Unlocking Reading (FLEUR) - A study into the teaching of reading to beginner learners of French in secondary school. https://ora.ox.ac.uk/objects/uuid:4b0cb239-72f0-49e4-8f32-3672625884f0
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Rachel Hawkes
Why teach phonics in a foreign language?
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Rachel Hawkes
| | | | | |
| | | | | |
| | | | | |
| | | | | Francophoniques |
dans
X
SFC
a
animal
i
midi
eu
deux
e
je
au
gauche
ou
nous
SFE
timide
a
écrire
en/an
enfant
on
Non!
ê/è
tête
ai
vrai
oi
voir
ch
chercher
c
ici
qu
question
j
jour
tion
Attention!
ien
bien
un
un
ain/in
train
u
tu
X
X
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Rachel Hawkes
VOCABULARY
Davies, M, & Davies, K.H. (2018). A Frequency Dictionary of Spanish: Core Vocabulary for Learners. Routledge.�Häcker, M. (2008). Eleven pets and 20 ways to express one's opinion: the vocabulary learners of German acquire at English secondary schools, The Language Learning Journal, 36:2, 215-226.�Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge.�Lonsdale, D. & Le Bras, Y. (2009) A Frequency dictionary for French. Routledge.�Marsden, E., & David, A. (2008). Vocabulary use during conversation: a cross-sectional study of development from year 9 to year 13 among learners of Spanish and French. Language Learning Journal, 36(2), 181-198.
Milton, J. (2006). Language Lite? Learning French Vocabulary in School. Journal of French Language Studies, 16,187-205. �Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. Eurosla Monographs Series 2, 57-78. �http://www.eurosla.org/monographs/EM02/Milton.pdf
Schmitt, N. (2008). Review Article. Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. https://doi.org/10.1177/1362168808089921�Swan, M. (2008). Talking Sense about Learning Strategies, RELC, Vol 39(2), 262-273.
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Rachel Hawkes
GRAMMAR
Provide explicit but succinct description of grammatical feature
Practice understanding grammar in ‘input’ (reading / listening)
Learners ‘actively recall’ and ‘choose’ which grammar to use (reducing mechanical formulaic repetition)
Practice in range of contexts – aural & written
Use standard grammatical terminology
(KS2 knowledge)
DeKeyser, R. (2005). What makes second-language grammar learning difficult? A review of issues. Language Learning, 55, 1-25. https://doi.org/10.1111/j.0023-8333.2005.00294.x
DeKeyser, R. (2015). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 94–112). London, UK: Routledge.
DeKeyser, R., & Prieto Botana, G. (2015). The effectiveness of processing instruction in L2 grammar acquisition: A narrative review. Applied Linguistics, 36, 290–305.�Ellis, N. (2006). Selective attention, and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, 27(2), 164-194.�Lichtman, K. (2016). Age and learning environment: Are children implicit second language learners? Journal of Child Language, 43, 707-730. https://doi.org/10.1017/S0305000915000598�Marsden, E. (2006). Exploring input processing in the classroom: An experimental comparison of processing instruction and enriched input. Language Learning, 56, 507–566.�Norris, J. & Ortega, L. (2001). Does type of instruction make a difference? Substantive findings from a meta-analytic review. Language Learning, 51, 157-213. https://doi.org/10.1111/j.1467-1770.2001.tb00017.x �VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52(4), 755-803.
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Rachel Hawkes
Allez 1 (p. 46)
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Rachel Hawkes
Pupils told:
“This means ‘My best friend is called X. I have known her for Y years’.
Write it down and learn it with the other phrases for the test next week”
After 29 weeks = 43 hours of French instruction
plus a few hours at primary school for some children
Pupils were shown two written sentences, with open slots for “friend’s name” and “number of years”
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Rachel Hawkes
After about 15 hours of teaching…
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Rachel Hawkes
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Initial practice of a grammar feature in ‘input language’
This person is talking about what she normally does at the weekend and what she did last weekend. Decide which she is talking about
The only clue is whether you hear “je” (something happens regularly) or “j’ai” (past).
�1. Normalement Le weekend dernier�2. Normalement Le weekend dernier�3. Normalement Le weekend dernier
4. Normalement Le weekend dernier …�
Removed temporal adverb
→ presence/absence of auxiliary identifies the tense
(Marsden, 2006)
Brief example of NCELP short grammar practice
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Rachel Hawkes
Planned sequencing and revisiting in the Scheme of Work
Grammar thread driving KS3 (not textbook, topics, or GCSE tests)
Mapped out for years 7, 8, 9
Small sets of vocabulary
Learned before lesson using tech (Quizlet + audio homeworks)
Grammar practised in lesson with these vocabulary sets
Whole NCELP lessons available in ppts:
Practice in actively recalling phonics, grammar & vocabulary
…in different modalities and modes
integrating ‘skills’ (dictogloss)
Time built in for tests & exploiting texts.
Search for:
“week 1 Spanish” OR “week 7 French” OR
“week 4 German” resources.ncelp.org
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Rachel Hawkes
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Rachel Hawkes
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Rachel Hawkes
Search for:
“week 1 Spanish” resources.ncelp.org
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Rachel Hawkes
How’s it going so far? (…NCELP is 10 months old!)
Among 165 teachers in our network, in an anonymous survey:
91%: “NCELP resources are useful”
85%: “confident in delivering the recommendations of the MFL Pedagogy Review”
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Rachel Hawkes
Autumn term 2019
Trialing of online grammar digital game, with individualized feedback
Fully resourcing Scheme of Work for year 7
Materials creation project with schools
Adapting Scheme of Work in network schools
CPD: Use of target lang, Technology for vocab; alignment with OFSTED framework
Spring term 2020
CPD: Error correction; KS2-3 transition; Knowledge of English grammar from KS2
Summer & Autumn terms 2020
Developing year 8 & 9 SoW and resources
Next steps for NCELP
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Rachel Hawkes
Questions? Comments?
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Rachel Hawkes
References (for those without links to OASIS summaries)
Bachman, L. (1990) Communicative language ability in Bachman, L. Fundamental Considerations in Language Testing, Cambridge University Press, chapter 4, pp. 81-109
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-44.
Collins, L., & Muñoz, C. (2016). The foreign language classroom:Current perspectives and future considerations. The Modern Language Journal, 100(1), 133-147.
DeKeyser, R. (2015). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 94-112). London: Routledge.
DeKeyser, R. (2017). Knowledge and skill in ISLA. In S. Loewen and M. Sato (Eds.), Routledge Handbook of Instructed Second Language Acquisition (pp. 15–32). London: Routledge.
Graham, S. J. (2004) Giving up on modern foreign languages? Students' perceptions of learning French. The Modern Language Journal, 88 (2). pp. 171-191
Maley, A. 2016. ‘“More research is needed”—a mantra too far?’. Humanising Language Teaching 18/3. Available at http://www.hltmag.co.uk/jun16/mart01. htm#C12 (accessed on 15 May 2017).
Medgyes, P., 2017. The (ir)relevance of academic research for the language teacher. ELT Journal, 71(4), pp.491-498.
Roffwarg, H. P., Muzio, J. N., & Dement, W. C. (1966). Ontogenetic development of the human sleep dream cycle. Science, 152, 604–618.
Weisleder, A & Fernald, A. (2013) Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science 24 i11, 2143-2152
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Rachel Hawkes