Young
Pathfinder series
Young
Pathfinders focus on key elements of good practice in the teaching
of languages to young children. They provide stimulating and practical
ideas for both specialist and non-specialist language teachers.
 Speak
up! (YPF15)
Using the target language in
class
Peter
Satchwell and June
de Silva (September
2007)
Provides practical
and realistic guidance to help teacher and children interact in
the new language with self-assurance and use it in the classroom
as much as possible. It contains advice on classroom language
and developing a stock of phrases which both teacher and pupils
can feel confident using. It discusses the process of children
learning how to learn languages: how to listen, mimic
new sounds, memorise and record what has been learnt, accept mistakes
as part of learning and experiment with new language. Includes
activity ideas to encourage target language interaction and
guidance on progression for Key Stage 1 and 2.
 We
have the technology (YPF14) Using ICT to enhance primary languages
Therese Comfort & Dan Tierney (January
2007)
This book is full of ideas to help teachers integrate ICT into
language learning throughout the primary school. It explores how
the Internet can help teachers to create interesting resources
and be used creatively to stimulate interest and encourage learner
independence. It shows how the interactive whiteboard can be an
enriching and motivating ICT tool and bring storytelling to life.
It also suggests how links can be made between languages and other
areas of the curriculum; how to establish and sustain e-mail links;
and highlights the benefits of video-conferencing. Download We
have the technology: Activity sheet (pdf, 256KB)
 Mind
the gap! (YPF13) Improving transition between Key Stage 2 and
3
Rosemary Bevis & Ann Gregory (2005)
This book provides
practical advice to help teachers in both phases bridge the gap
between primary and secondary language learning, outlining the
importance of key players sharing teaching skills, knowledge about
the pupils' achievement and experiences. The book considers initiatives
at national, local and school level which support continuity and
progression, and puts the pupil at the centre of the process.
It suggests appropriate methodology, examples of assessment, records
of achievement and describes joint projects and activities which
strengthen links between the schools and teachers involved.
 Working
together (YPF12) Native speaker assistants in the primary school
Cynthia Martin & Ann Farren (2004)
This title presents ideas for successful activities and
projects, suggesting how schools can exploit the potential of
native speakers. It explores how to obtain assistants and offers
guidelines for supporting and developing their skills in order
to harness their unique contribution. Case studies illustrate
the experiences of primary schools, Specialist Language Colleges,
LAs and initial teacher-training institutions, including those
teaching languages in Key Stage 1. Native speakers themselves
also share elements of their experiences.
 A
flying start! (YPF11) Introducing early language learning
Peter Satchwell & June de Silva (2004)
This book presents a rationale for early language learning
and key aims and objectives and suggests themes and approaches
to learning at KS1 and 2. It offers help in planning a scheme
of work, progression and transition. Examples of primary methodology
are accompanied by suggestions for effective activities. Teachers
are encouraged to think about their own strategies and advice
is offered on how to develop their own repertoire for effective
classroom communication. It also outlines CPD opportunities and
sources of support. Download Appendix:
Classroom language - a basic starting list (pdf,
256KB)
 A
world of languages (YPF10) Developing children's love of languages
Manjula Datta & Cathy Pomphrey (2004)
This title looks at developing pupils' language-learning
potential by relating it to themselves as language users and to
the multilingualism that surrounds them. It provides a rigorous
approach to the linguistic aspects of diversity, presenting activities
which develop pupils' understanding of the more formal aspects
of language, as well as an appreciation of the benefits of speaking
another language. The ideas and approaches are suitable for use
in both multilingual and monolingual classrooms, with activities
designed to stimulate the curiosity and confidence of all children,
whether or not they already speak another language.
 The
literacy link (YPF9)
Catherine Cheater & Anne Farren (2001)
The title considers a wide range of skills and their
development through MFL, for both Key Stages 1 and 2 – vocabulary
extension; confidence with text, with listening, speaking, reading
and writing; phonological awareness, phonics and spelling; grammatical
awareness; sentence construction and punctuation; reading comprehension;
and writing composition – supported by examples of effective
activities.
 Grammar
is fun (YPF8)
Lydia Biriotti (1999)
This book combines games with meticulous attention to
grammar and syntax in language teaching for young children. It
presents activities for developing awareness and understanding
of gender, agreements, plurals, prepositions, verbs, adverbs and
questions. Examples and activities are provided in French, but
the ideas and methodology are applicable to other languages.
 Making
the link (YPF7) Relating languages to other work in the school
Daniel Tierney & Malcolm Hope (1998)
This book gives guidance on how to teach a foreign language
to young learners by linking it to other areas of the curriculum.
This approach has the advantage that the teacher may be able to
reinforce, in the foreign language, concepts already developed
through other related curriculum work. The book
shows teachers how to incorporate foreign language work within
common primary themes and offers ideas linked to work in Maths,
English, Geography, Design and Technology, Music, PE and Drama.
 Let's
join in! (YPF6) Rhymes, poems and songs
Cynthia Martin & Catherine Cheater (1998)
This book presents a collection of rhymes, poems and
songs which have proved motivating for learners aged 3–13.
It is a practical resource for specialist and non-specialist primary
languages teachers. Contents include counting rhymes, rounds and
canons, preparing for reading and writing, and using published
resources. There is advice for teachers on developing their own
repertoire and on developing pupil language through home-made
songs.
 First
steps to reading and writing (YPF5)
Christina Skarbek (1998)
This book investigates just how much can be done in
the early years of foreign language teaching to prepare young
learners for reading and writing. It demonstrates how pupils
can experience success and a sense of progression in their early
years at school, which will provide useful groundwork for their
secondary school work.
 Keep
talking (YPF4) Teaching in the target language
Peter Satchwell (1997)
This book provides practical and realistic guidance
on how both teacher and pupils can stick to using the foreign
language in the classroom as much as possible. It contains advice
on classroom language and developing a stock of phrases which
both teacher and pupils can be confident about using. It presents
a range of active approaches and ideas for encouraging interaction
in the foreign language, including the use of puppets and total
physical response. It also stresses the importance of planning
for progression if we want pupils to 'keep talking' and provides
guidance on this for both Key Stages 1 and 2.
 Are
you sitting comfortably? ( YPF 3) Telling stories to young language
learners
Daniel Tierney & Patricia Dobson (1995)
The authors provide guidelines on the type of stories
that work well in the foreign language. They look at different
ways of presenting stories, preparation for storytelling and
follow-up activities.
 Games
and fun activities (YPF2)
Cynthia Martin (1995)
This title presents a wide range of strategies and
enjoyable activities which will enable young learners to develop
their language skills. Guidance is given on choice, preparation,
organisation and management of games. Support for non-language
specialists is provided through examples of target-language
instructions for each activity and an appendix of useful teacher
and pupil language in French and German.
Top
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Getting
the basics right (RF3) Nouns, gender and adjectives
Rhythm
and rhyme (RF6) Developing language in French and German
