What the resource is:
This resource is a 15 minute Teachers TV video filmed in 2006 in Holyhead School, in which year 9 pupils deliver a module of 6 introductory French lessons to Year 6 pupils from a local feeder primary school.
The aims of the resource:
The aim of the resource is to demonstrate a cross-phase model of teaching and learning which appears to benefit both the year 9 teacher and the year 6 learner. Through their delivery of a module of basic French, year 9 pupils reinforce their own prior learning, improve motivation, recap familiar language in a different way and gain confidence both socially and linguistically. The novelty factor helps younger pupils engage, with the year 6 learners clearly enjoying their lessons, learning the basics in a non-threatening environment and developing enthusiasm for language learning.
Key findings or focus:The fact that these cross-phase French lessons are held in the secondary school is significant and one presumes this must have positive implications for transition, with year 6 pupils not only learning some French but also familiarising themselves with a secondary school ethos.
There are several key findings to be noted. Firstly, all pupils involved in the project appear to recognise the importance of communication skills and seem to value these highly. Secondly, the year 9 pupils interviewed are very clear that the project had helped them revise language. As one pupil explains;
"It helps me because sometimes I forget it and then now I've learnt it properly so I won't forget it" (8.55m). Thirdly, the scheme has developed not only confidence, but also motivation among year 9 pupils, an especially significant fact in the lead up to GCSE option choices. Lastly and crucially, the primary teacher feels that the scheme encourages her year 6 pupils to want to learn more.
The quality, authority and credibility of the resource:
This project was awarded the European Award for Languages in 2004 for its innovative approach to cross-phase collaboration in MFL and there is valuable material to be found in this video. Pupils are given an introductory one hour lesson about MFL pedagogy with short follow up sessions each week, and there is a short clip of Lorraine Thomas, Head of Modern Languages at Holyhead School, inviting her Year 9 pupils to suggest ways of starting a Year 6 lesson.
There are plenty of examples of year 9 pupils working with their year 6 learners, either individually or in pairs, although the ‘lesson' extracts are largely of Year 9 teachers supporting, rather than teaching their pupils. Some examples of year 9 pupils inputting vocabulary would be useful and would also help viewers see the benefits of the time and effort Ms Thomas had apparently spent on developing year 9 teachers' understanding of Modern Language pedagogy.
It is also interesting to note that there is almost no modelling of target language (TL) either by Ms Thomas or by her year 9 teachers. This is a shame, since there were several missed opportunities for TL when praising, giving instructions, asking questions, etc. In addition, there is scope for improving the pronunciation of the year 9 teachers.
The resources shown are commercially produced and it is encouraging to see one year 9 pupil has taken the initiative to produce some resources of her own. This is an area which might have benefited from further exploration; it would be good to see other year 9 teachers show more independence as regards the development and use of resources.
The implications for ITE tutors/mentors:
The video can be used to stimulate debate amongst ITE students, tutors and mentors re: generic issues such as cross-phase work, transition, motivation and significantly, from a subject specific perspective, the place of the target language. It could be of particular use in a workshop scenario involving ITE students and/or mentors, to consider the development of cross-phase relationships between schools and phases.
The relevance to ITE students:
This resource demonstrates a practical way of developing cross-phase cooperation which can be adapted to any phase/age group in order to develop ‘peer teachers'.
Of particular relevance to ITE students is the importance of developing pedagogical knowledge and understanding amongst the ‘teachers'. The benefits are clear and not limited to linguistic progression. As one year 9 girl explained;
"I think I have influence as a teacher because they were really shy and so was I...but now we've got to know each other we've become friends and we can talk to one another" (8.27m).
Reviewed by:Marie Ryan