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Lesson: Multilingualism and Code-switching KANRAXËL - The Confluence of Agnack

TABLE OF CONTENTS

LESSON PLAN 3LESSON WORKSHEET 6STORYBOARD TEMPLATE 9

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LESSON PLANLesson Title: Multilingualism and Code-switching Lesson Length: 60 minutes

Lesson Summary:

Students use a clip from the documentary ‘Kanraxël’ to explore the concept of ‘code-switching’ between two or more languages in a conversation. ‘Kanraxël’ is set in a multilingual village in Senegal where people often code-switch between - and within - sentences. Stu-dents also identify examples of code-switching in fic-tional films, and practice their own examples of code-switching, both verbally and in written form.

Subject and Key Stage:

- MFL (KS3 or KS4)

Learning objective:Can I code-switch between two or more languages?

Steps to success:1. Can I explain what the term ‘code-switching’

means?2. Can I identify examples of code-switching from

fiction and non-fiction films?3. Can I create my own examples of conversa-

tions that include code-switching?

Key vocabulary:

- Code-switching- Confluence- Fluency- Multilingual- Linguistic

Required resources:

- PowerPoint presentation- Worksheet (one per student)- Suggested Youtube clip from the film ‘Spanglish’- Video clip- Storyboard sheet

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Get Ready Activity (5 minutes)Present students with the word ‘confluence’ and discuss what it might mean. Probe for links to the words ‘fluency’ ‘fluidity’ and ‘flow’, and the etymology of ‘con-’ (to-gether, with). Share the dictionary definition of the word confluence, and the geo-graphical examples in the PowerPoint presentation. If time, ask students if they can think of ways ‘confluence’ could be used as a metaphor.

(It is suggested that this ‘get ready’ activity precedes the sharing of the learning ob-jective.)

Starter (10 minutes)Students to watch a fictional example of a conversation that includes code-switching. The ‘bus stop scene’ from the film Spanglish is a useful example here as it is avail-able on YouTube (search ‘Spanglish No Space Between Us’). This film clip length is 3:30 minutes.

After watching the clip, students will discuss what happened in the clip, whether they needed to be fluent in Spanish to understand the content, what made the clip un-usual, what they could tell about the characters, and why the script-writer chose to switch between two languages.

Ask students what they think ‘code-switching’ might mean in the context of the con-versation between the two characters.

Activity 1 (10 minutes)Inform students that they are about to watch a short film clip from the film ‘Kanraxël’, set in Senegal. Before watching the clip, share the PowerPoint presentation slides that explain how the subtitles in the film can be interpreted, and ask students to fa-miliarise themselves with the introduction and questions from ‘Part A’ of the work-sheet.

▪ Video Clip* (3 minutes long) – *Please note that this clip has scenes of bound chickens.

After students have watched the clip, provide five minutes for students to complete the questions on the worksheet and share their answers with the class.

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Activity 2 (10 minutes)Class discussion and brainstorms: In what other contexts might people code-switch within a conversation? The images in the PowerPoint presentation can be used to initiate discussion if necessary.

Probing questions for discussion:

▪ Why might doctors, nurses and paramedics hear examples of code-switching at work?

▪ Why might big occasions, such as weddings, provide examples of code-switching?

▪ Why might certain locations, such as refugee camps, provide examples of code-switching?

▪ Why might athletes get used to code-switching?▪ Does anybody code-switch when talking with their friends or family?

Activity 3 (15 minutes)Students will work in pairs to practice code-switching between two languages. Con-versations could use English and the language students are learning in MFL, but stu-dents could also be encouraged to use other languages that they are familiar with. Topics or scenarios could be given to the students to link this lesson in with the cur-rent scheme of work.

Students to practice and share these rehearsed conversations with the rest of the class.

To extend this activity for more advanced classes, the teacher or a peer, could signal when a conversation should switch to a different language (code-switching ‘on de-mand’).

Plenary (10 minutes)Individual or paired work. Students will use exactly 50 words to create short scripts between two characters. The scripts should include at least three instances of code-switching.

Suggested HomeworkStudent will use the storyboard template sheet to create a cartoon where the charac-ters code-switch between two or more languages.

Where Next?Older students may enjoy watching the entire Kanraxël film and exploring the related essay topics and projects.

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LESSON WORKSHEETGet Ready Activity

What do you think the word confluence might mean?

My definition:

Actual definition:

Starter(Scene from ‘Spanglish’)

Answer the following questions after you have watched the video clip from the film ‘Spanglish’.

1. What happened in the scene?2. What made the scene unusual?3. Did you need to be fluent in Spanish to understand the story?

(Explain your answer)4. What can you tell about the characters from the way they switched be-

tween the two languages?5. Why did the script-writer choose to switch between two languages in

this scene? 6. What might ‘code-switching’ mean in relation to a conversation like this

one?

Definition of code-switching:

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Part ABefore you watch the film clip read the short introduction and familiarise your-self with the questions below. Check that you understand the key words un-derlined in the introduction.

IntroductionSenegal is a country in West Africa. Linguists and film-makers have been studying the languages spoken by the Baïnounk community in a village called Agnack Grand. The village lies at the confluence of two rivers, and the community is multilingual. Many children in this community are fostered by different families so they learn new languages.

You will see a film clip from a documentary called ‘Kanraxël’. In this clip the village is getting ready for the first anniversary of their chief, Dominic Mane’s, death. This memorial will be a celebration, and lots of people from outside the village are due to attend. At the beginning of the clip the villagers are chatting informally whilst they prepare food.

Key wordsLinguist: A person who studies languages and their structures.

Multilingual: When a person, or community, speaks two or more languages.

Questions on the film clip1. What is the main language the women talk in at the beginning of the

clip?

2. What language do the women switch to near the end of their conversa-tion?

3. Which two languages are used in the conversation about the chickens? 4. What animal does the narrator use as a metaphor for language use in

the village? (Extension: why do you think this metaphor is appropriate?)

a) Lion b) Chicken c) Chameleon d) Leopard

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5. When foster children move out of the village, what language do they of-ten end up speaking?

6. How does the narrator define ‘code-switching’?7. Up to how many languages might one person use at once in a conversa-

tion?

Part BClass discussion: In what other contexts might people code-switch within a conversation? Brainstorm your ideas below.

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STORYBOARD TEMPLATE

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€¦ · web viewpresent students with the word ‘confluence’ and discuss what it might mean....

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