This is how I try to make sure that ALL students, including those with special educational needs, are supported in MFL.
KNOWLEDGE OF STUDENTS
Accessing student information
To simply gather all available information about our students, keeping it in one accessible place and making sure we update and review it from time to time.
Annotated seating plans
To have seating plans that have the essential information that guides our planning written on.
Seating plans designed for peer support
To be mindful, when we design seating plans, that we want all students to sit next to someone who will challenge and support them. I try to sit friends together and regularly ask students to let me know if they’re not comfortable where they are sitting. This usually improves behaviour, but when it doesn’t, the seating plan changes.
You can find a blog about using learning mats here.
Language handouts contain all the vocab or sentence builders that are going to be taught in a module. It’s best to hand them it at the beginning of the unit. Also best to print them as A5 booklets and in yellow paper, so they can be easily found.
Use of transcripts for listening
Listening is a daunting skill. I always show students the transcript after a listening exercise. Sometimes I ask students to find words they don’t know, sometimes they all read out loud while trying to keep up with the recording, sometimes I talk them through it.
Quizlet used to learn and pre-learn vocab
Lessons flow much more smoothly if we have used the Quizlet Flascards option (see TL first, translating into English). This applied to the Sixth Form too!
Sentence builders, or as we used to call them, writing frames, are excellent support for students, as they give them a ready-made structure that they can adapt.
Repetition games to support memory
Research says that we have to say a phrase numerous times before it becomes part of our active language. There are many repetition games out there, many of them fun but mindless. I make no apologies, repetition really helps, so we do it all the time. You’ll be able to find some activities that promote repetition here.
I always start the lesson with the same retrieval starter (translate 6 phrases) and end the lesson with a mini-test of what has been learnt.
Regular low-stakes tests
These can happen as part of a schedule or as a time filler in the lesson.
I often use Quizlet – Learn option – multiple choice – answer in Spanish. All students have to do is to write, say, signal a number from 1 to 4 to give an answer. Students love it and it’s as low stakes as it goes.
Revision materials distributed online
Having key materials on OneNote (or equivalent), as part of a very organised system, and training students on how to find them will save you time and it will make your students more independent. Plus, you can copy and paste next year!
Explicitly teaching skills required
Explicitly teaching what we want students to learn is the most effective way to get students to learn. This goes for broad skills, such as listening or writing, or the skill of taking notes or keeping a glossary. The more explicit, the better.
Live modelling is incredibly powerful and it will be even more powerful if students are able to hear your thinking process as you model. I make sure that I throw in a couple of mistakes that you can correct as I check my work at the end, and I also make sure that I change my mind a couple of times, so I can show students how to improve their work on the go.
Use of wagolls and wabolls
I would never ask students to produce language before having shown them an example of a good one (a wagoll) beforehand. I don’t always use wabolls (“what a bad one looks like”), but they are a great way for students to become aware of common errors and avoid them.
Supportive climate for learning
As well as working really hard to make sure that behaviour is always calm and purposeful in my lessons, I make a point very early on that the MFL classroom is a safe place where students can take risks without fearing being mocked. And I follow through, if a student ever laughs at someone’s efforts, I make sure I stop the lesson and I deal with the student until they are clear on why what they’ve done is wrong.
The high level of interaction in MFL lessons can be a source of anxiety for many students. Having the same lesson structure for all lessons helps students with this. The activities change regularly, but the structure is the same. This is my lesson structure:
Bounce questioning follows the same stages:
I never leave out the thinking stage, to make sure that everyone answers the questions, even if to themselves, and I don’t announce the name of the student who will answer until after it.