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Modern foreign language learning

Margaret Crombie, Moira Thomson and Hilary McColl

Scotland (1) Special Educational Needs Support, East Renfrewshire, (2) Learning Support, (3) Independent Educational Consultant h.mccoll@clara.co.uk

Abstract

This group of researchers from Scotland is engaged in experimental work to investigate how certain multisensory materials commonly used in mainstream foreign language courses might be used more effectively to support dyslexic learners. The materials consist of sets of cards, dice and other visual/tactile stimuli which can be used to consolidate vocabulary learning and which can be physically manipulated to reflect grammatical structures. Used in conjunction with other support mechanisms familiar to those working in the field, these materials can be used in game-like activities which have the potential to provide both support and motivation for learners who find foreign language learning challenging. An important feature of this programme is its attempt to show how materials originally devised for mainstream classes can, if used in certain ways, benefit dyslexic learners as well as improving learning for other members of the class. As well as a detailed description of the programme we hope to be able to provide examples of the materials used along with photographs and video clips of the learners in action. There are two experimental groups, one of learners in Primary 6/7 and one in Secondary 1/2 (key stages 2 and 3 in England), though we expect findings to be applicable at any level. Primary modern foreign language learning is now firmly established in Scottish primary schools. For primary age children who have difficulties in their own language however there are significant challenges. The primary group consider how games and fun activities can help support modern language learning. The secondary group has a particular interest in identifying materials and strategies, including use of ICT, which have potential to aid transition from primary to secondary, for all, including those who might be struggling with language generally.

Examining how the use of certain mainstream resources might be used to assist and create additional learning opportunities for all language learners, including those who are dyslexic.

Resources:

Miniflashcard Language Games: picture/text vocabulary cards; photocopiable versions of the cards; language dice.
Electrical equipment: Audio cassette recorder, PALE, Drake Language Master
ICT: Computer and appropriate talking software, Clicker 4; Website: www.linguascope.com

Challenges facing all foreign language learners	Additional challenges facing dyslexic learners	Multisensory strategiesthat can help all learners	Additional learning opportunitiesfor dyslexic learners
VOCABULARY ACQUISITION Need to acquire large quantities of new language items in a relatively short time, to remember them for long periods of time, and to be able to recall them as required.	Short-term and working memory difficulties Auditory-verbal processing difficulties Slow naming speed Overload on working memory Tendency to miss or reverse syllables Word finding difficulty	Use of vocabulary cards embodying text and pictures. These can be used selectively and repeatedly in game-like activities to support acquisition, to consolidate learning and to prompt recall. Class encouraged to compile a picture dictionary in book or poster form, using the photocopiable visuals.	Photocopies of the cards can be retained for additional practice and future revision. Similar vocabulary items can be incorporated into Clicker Grids and used to enhance Language Master cards. Frequent use of games like Snap and Matching Pairs to reinforce new vocabulary.
SPEECH Need to learn how to pronounce and read aloud words which follow a different phonetic code. Need to learn how to say the words, to recognise them when they are spoken or read and to be able to write them reasonably accurately.	Phonological awareness deficit/confusion Effects of stress on accuracy of pronunciation and fluency Difficulties re letter/sound relationships Poor auditory discrimination Links between reading and phonics weak or not understood Visuo-perceptual difficulties Orthographic difficulties Mismatch between teaching & learning styles Speed at which "natural language" is spoken - mismatch with speed of processing information.	Cards can be selected to illustrate and practice selected sound/text explanations, OHP versions of the visuals can be used to support introduction of textual forms of the word Vocabulary cards incorporate text, so that written and oral forms of the word can reinforce each other.	Drake Language Master cards can incorporate the same pictures, plus sound, and opportunities to compare own pronunciation with that of the teacher. Photocopiable worksheets incorporating the same pictures can be used to set up writing activities. Use of Clicker to reinforce reading. Use of Language Master to reinforce speaking and listening.
GRAMMAR Need to understand patterns of language, how words influence each other, how sentences are constructed, and how to construct sentences accurately.	Sequencing difficulties Difficulties with prediction in first language Mismatch between learning and teaching styles Failure to achieve automaticity and fluency affects language perception	By adding language dice to the sets of cards, grammatical associations can be explained visually, sentences can be manipulated, paradigms of possibilities set up. Games and activities provide practice.	Examples generated with cards and dice can be recorded in prepared grids and further examples found for homework etc. Use of website to extend experience of target language and reinforce vocabulary use
CONSOLIDATION AND PERFORMANCE Need for realistic settings with appropriate everyday useful language, e.g: Phone conversations, Reading and listening practice, Use of target language in other subject, e.g. Art, using French names of colours	Retention - the dyslexic learner needs more repetition and reteaching in order to transfer data to long term memory Slow rate of language processing Difficulties transferring learned skills Coping with language at natural speed	Overlearning through seeing, saying, hearing, writing and physical movement. Role play - acting out situations Digital Language instruction - slow down speed of presentation initially	Use of photocopiable resources to produce games to reinforce common language -e.g. Pelmanism - foods, clothes, prepositions etc Video with subtitles in language being learned. Video, without subtitles, of familiar programmes in target language, e.g. Asterix cartoons Computer & CD-ROM-based activities
CREATIVITY Need to generate language in new combinations; often 'personal language'. but learners can not always think of things to say.	Effects of fatigue and low self esteem and the need to concentrate on practical difficulties may inhibit creative use of language Problems with organisation and sequencing	Picture cards can be selected to act as 'prompts' to help learners to generate personal language. Give clear structure to learning - build in small steps on previous knowledge	Learner can compile own set of 'picture prompts', use them to practise at home and support presentation in class. Use of Clicker grids and website to reinforce vocabulary use

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

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