LangSem 2019 - Saturday 22nd June 2019

LangSem 2019 – Saturday 22^nd June 2019

Keynote Speaker - Juliet Kennedy

Book - Colouring in the White Spaces by Ann Milne

-       Identify the white spaces

-       Naming the white spaces

-       Colouring in the white spaces

Education for Social Justice – Paulo Freire

Culturally Sustaining Pedagogies – Django Paris

Translanguaging Concept - Garcia

Formulaic expressions as a base for developing language

Ways to incorporate Te Reo Maori and other languages

-       Whakatauki posters – interacting with these and making meaning

-       Myths and Fairy tales from different languages/cultures

-       Waiata and songs

-       Comparing Maori cultures with other cultures

-       Translating school concepts/values into language

-       Looking after languages

Resources/Activities

-       Bird calls activity

-       Quiz - Can you guess the language being spoken?

-       City soundscape activity

Language Immersion Session - Te Reo Maori

Games

-       Bus stop game – 2 buses – say word/phrase in English and the first person to respond in the language correctly gets to get off the bus. The team whose bus is clear first wins.

Numbers Games

-       Show me… Whakaatuhia mai te… - Whole class then in pairs

-       What’s missing? He aha e ngaro ana?

-       Maths Bingo – 2 dice and game boards

-       What’s your phone number? He aha to nama waea? – Sheet to record phone numbers in partners

-       Dialogue with script and phones – Whole class and then in pairs

-       Do you have the phone number for…? Kei a koe te nama waea mo…? – Sheet with certain numbers. Ask in pairs.

The importance of knowing and understanding the culture.

Task-Based Language Teaching – Nathalie Bourneville

Task – Question for each person – Find out who…

First question to teach is – “How do you say?”

-       The primary focus should be on meaning (semantic – meaning word-level /pragmatic – purposeful meaning)

-       There should be some kind of “gap”

-       After pre-learning vocabulary/phrases - Learners should largely have to rely on their own resources to complete the activity – Not providing the words and vocab all the time for them to read – Getting them to think for themselves. Not reading and repeating

-       There is a clearly defined outcome other than the use of language

Students could:

Interviewing a partner

Introducing a partner to the class

Play a board game with different rules

Types of task:

Ordering and sorting

Listing

Problem solving

Comparing

Sharing personal stories

Creative tasks

FUTURE LEARNING SOLUTIONS – free workshops in schools with a minimum of 3 teachers

Content and Language Integrated Learning

Running different modules – another subject alongside languages – task-based overarching tasks to end units. Co-teaching.

Nadine Malcolm

Food tech and Te Reo – end product Matariki lunch for the staff using natural ingredients

Music and Te Reo – end product writing and performing songs in Te Reo using guitars/ukelele

Danielle Le Heron

Digital technology and French module – end product to create a website in the target language

Drama/Dance and Language – Show/performance in a target language

Anke Richmond

French and PE – end task students give directions for an obstacle course in the target language

Elisa Garrido

Visual Arts/Drama and Language - Choose a Spanish painter – given paper cup and make painter – perform puppet show (introducing/similar to pepeha)

Suzette Ipsen

Fabrics/Textiles and French – Researching iconic structures in France, colours, numbers, technology. End task students market day or finding/locating apron in a pile of aprons by describing to a partner

Jeanne Gilbert

Purposeful – gives students a purpose for learning the language

Rich experience