language detectives
DESCRIPTION
Hampshire Languages Conference – 7 th October 2010. Language Detectives. Kathrin Ueck & Jackie Berry. What is a Language Detective?. http://www.primarylanguages.org.uk/training_zone/teachers/embedding/cross-curricular_links/language_detectives.aspx. OK – over to you!. - PowerPoint PPT PresentationTRANSCRIPT
Language Detectives
Hampshire Languages Conference – 7th October 2010
Kathrin Ueck & Jackie Berry
What is a Language Detective?
http://www.primarylanguages.org.uk/training_zone/teachers/embedding/cross-curricular_links/language_detectives.aspx
OK – over to you!
rosso hóngsè rood dearg röd azzurro lánsè blauw gorm blå
verde lù sè groen glas gröng nero hēisè zwart dubh svart
giallo huángsè geel buí gul ? ? ? ? ?
What’s the language?
Source : http://www.omniglot.com/language/colours/index.php#primary
• Which language was easiest to identify? Why?
• Which was the trickiest? Why?
• Any lucky guesses? What were they based on?
• What are these words?
• What could an activity like this teach children about language(s)?
Italian Mandarin Dutch Gaelic Swedish
Learning a language isn't just a case of memorising
lists of nouns and verb endings...
We need to make links with what we already
know...
So we understand better how languages
work...
...and learn different strategies to help us to
practise and remember.
The KS2 Framework for Languages
Develops this across KS2 through the cross-cutting strands:
• Knowledge About Language (KAL)
• Language Learning Strategies (LLS)
AND
• Through many of the Intercultural Understanding (IU)
objectives, too.
Knowledge About Language (KAL)
Year 3 Recognise that many languages are spoken in the UK and across the world
Year 4 Identify a different writing system
Year 5Appreciate that different languages may use different writing conventions and word order and borrow words from other languages
Year 6Use knowledge of word order and sentence construction to support the understanding of a written text.
Where do these words originate?
alcohol
yacht
robot
sauna
athlete
dollar
Source: http://www.krysstal.com/borrow.html#a
marmalade
German Czech
Greek Dutch
FinnishPortuguese
bungalowBengali Arabic
Language Learning Strategies (LLS)
Year 3• Discuss language learning and share ideas and experiences• Use the context of what they see/read to determine some of
the meaning• Compare the language with English
Year 4• Use mental associations to help remember words• Use context and previous knowledge to determine meaning and pronunciation
Year 5• Integrate new languages into previously learnt language.• Use context and previous knowledge to help understanding• Look and listen for visual and aural clues
Year 6• Use context and previous knowledge to help understanding and reading skills• Make predictions based on existing knowledge• Compare and reflect on techniques for memorising language
Traffic Lights for LLS
• Red = Stop, think, make a link
http://www.school-portal.co.uk/GroupWorkspaces2.asp?GroupID=905251&WorkspaceID=1532343
These words may have nothing in common with their English translation, but you can remember them by finding a funny, memorable association.
• Yellow = Wait and thinkThese words may remind you of words in English that are not the same, but similar.
• Green = Go ahead
These words are the same or nearly the same in English and in target language, even if there are some different uses for them.
Traffic Lights examples
Intercultural Understanding(IU)
• Learn about different languages spoken by children at school
• Increase awareness of linguistic and cultural diversity
• Locate country / countries where language is spoken
• Identify social conventions
• Have contact with a native speaker
• View a video or media resource about the country
• Look at the writing system of different languages
http://www.newburypark.redbridge.sch.uk/langofmonth
Making a day of it...
...language detectives with gifted and talented pupils at KS2
A big THANK YOU to Jean Haig and Sue Cave who came up with the idea and resourced the day
1. Gesture and mime
2. Eye contact and repetition
3. Memorisation strategies
4. Prior knowledge
5. Sentence structure and dictionaries
6. Rhythm and intonation
7. Letters and sounds
Dear DetectivesHaving successfully completed your detective training, we need you to solve
your first case.
It has been discovered that an international criminal gang is planning an operation in the UK. This gang uses several languages to communicate, this is
why this crime has been selected for you to solve.
Your job is to use your language detective skills to find out who will commit the crime, in which city, at what time and the exact map reference. It is
known that by identifying a certain object carried by this criminal, the crime will be prevented. You will only be able to discover what this object is by
finding out the information above.
In this envelope you will find some clues which have already been intercepted and given to us by other detectives from around the world.
Read each clue carefully and find out what you must do. Remember, time is running out and you must solve all three clues if you are to find out the name
of the object.
Good Luck!
The following language learning strategies are used during the detective day
Useful websites• Language detectives lesson on Primary Languages website
http://www.primarylanguages.org.uk/training_zone/teachers/embedding/cross-curricular_links/language_detectives.aspx
• Wokingham Learning Hub for all the Gifted & Talented Language Detective Day resources: http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=937981
• http://www.newburypark.redbridge.sch.uk/langofmonth Newbury Park School website.
A full list of useful sites and resources is on your handout!
http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=937981
http://www.language-investigator.co.uk/index.htm
http://www.omniglot.com/language/colours/index.php
http://www.digitaldialects.com