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Focus on... Embedding
Frequently, language learning in primary will take place outside of discrete language lessons. Primary teachers are quick to identify opportunities for
embedding language with other subjects. When the teacher does this, it can be a very effective means of reinforcing known language, of challenge and enjoyment.
The context is authentic – there is a
problem to be solved, a message to
convey, and instruction to be followed
or a task to be completed – and the
children are able quite naturally to
understand these opportunities and to
respond. Effective examples include:
- Greeting the children, not just at
the start of the day, but in the
corridor, at lunch or even outside
school routines.
- The primary day is highly structured
and the children will soon get used to
being given instructions in the
chosen language. They can be asked
to line up, speak a sentence for the
register, give detail about dinner
arrangements, and they will soon
learn the phrases for getting
equipment out and putting it away.Sometimes children with
responsibilities can be asked to use
the language actively.
- Conversation snippets often having
said ‘hello’ in the corridor, it is nice to
have a short exchange with children.
At playtime, children will enjoy
speaking their new language either
with the teacher on duty or with
friends for the teacher.
- Primary children love
praise and will soon
get used to hearing
words and
sentences in their
chosen language
to tell them when
they have done
well.
- Equally, this
can be done
with
correction.
The teacher
can give
simple
support to
children with
phrases in the
chosen language.
- For faith schools, prayers and
graces can be said in the target
language.
- In assembly, the children can sing
songs in their chosen language as
well as those in English. It is
encouraging how often the children
will sing them at home outside of
the school context.
- Some lessons lend themselves
admirably for language embedding.
In numeracy, they can be asked to
recite their tables, or to do some
mental maths; in PE, instructions
can be taught and used; during Art,
colours can be discussed and, with
a little creative thought, a language
angle can be found for many other
areas.
- Some of the language games,
such as clapping and skipping
games will be popular with the
children during playtime. Children
will also sometimes devise their
own.
- The class can start to build up a
small class library of books in the
chosen language to look at in quiet
moments. Such books could include
authentic story books or picture
dictionaries. Some schools that
have a link abroad regularly
exchange suitable books and
magazines for individual pupil study.
- And of course, if the children see
the words and phrases they learn
featured as a display around the
classroom and the school, that will
then further ensure they remember
and use them.
All of these suggestions show the
language is being used for real
purposes within an authentic context.
Featured in Issue 21 of the NACELL bulletin, Summer 2007
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