Finally, he runs an influential blog on MFL pedagogy, The Language Gym (gianfrancoconti.com), which has won him several international awards. He is also currently working on a series of revision books aimed at GCSE Modern Language learners, two of which have already been published, whilst German and Italian are still in the works. Find all the books, read about the author, and more. Note that on the latter website, 58 sentence builders based on the Spanish verb pivots book are already available. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout. Oral picture-description tasks; Interviews; Role-plays) require the students to produce UNPLANNED output under time constraints to simulate R.O.C. Contact Lindsey Collins: L.Collins@hillsidehigh.co.uk, 22 Willingdon (East Sussex) Teaching phonics & grammar. Pitfall 5 Grammar-knowledge-only assessments. principle that learners learn best from comprehensible and highly patterned input flooded with the target linguistic features, the authors have carefully designed each and every text and activity to enable the student to process and produce each item many times over.Alongside the macro-units you will find:Question-skills units: two pages on understanding and creating questions. To find out more about the approach, do get hold of the best-selling book authored by myself and Steve Smith, Breaking the Sound Barrier: teaching learners how to listen. Contact: HOrourke@sandbachhigh.co.uk, Birmingham, 1st December Becoming an EPI teacher: a deep dive into Dr Contis Extensive Processing Instruction, https://networkforlearning.org.uk/courses/2022-12-01/epi-teacher-1-dec-2022, ONLINE, 5th December Memory: what every language teacher should know, https://networkforlearning.org.uk/courses/2022-12-05/mfl-memory-15-feb-2022, ONLINE, 6th December Metacognition in MFL, https://networkforlearning.org.uk/courses/2022-12-06/metacognition-mfl-5-apr-2022, ONLINE, 7th December Teaching Phonics, https://networkforlearning.org.uk/courses/2022-12-07/phonics-in-mfl-27-jan-2022, ONLINE, 8th-9th December CSC consortium Wales (open only to CSC teachers). But actually, you shouldnt be: the very director of the NCELP, Emma Marsden, in a peer-reviewed study of hers which she often cites as evidence of the success of grammar instruction (Kasprowitz & Marsden, 2017) used exactly the same type of task. Please try your request again later. He authors an influential blog on modern language pedagogy in which he supports the teaching of languages through E.P.I. He delivers keynotes in major international events all year around, conducts over a hundred workshops for language teachers a year and visits as many schools, either to provide professional development or to help them improve their curriculum design and delivery. I have to adapt it for Yr 9 pecially to bring it to the correct level of structures and grammar. , Independently published (November 2, 2020), Language In such testing conditions, a good chunk of the students is likely to do fairly well, thereby giving the teacher the impression that the students have now mastered the target structure. The test format entailed a 50% chance of correct guessing, Pitfall 2 A task or tasks within the same test paper providing cues to the students on how to execute other tasks. A must have for all teachers of German. Spanish Sentence Builders. The present indicative of AVOIR and ETRE and adjectival agreement are constantly recycled throughout a term of work on describing people. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. From Structured Input to Fluent Output, https://www.eventbrite.co.uk/e/structured-input-to-fluent-output-a-principled-approach-to-spontaneity-tickets-414670680167, 22nd November, Glasgow Becoming an EPI teacher, Newcastle-upon-Tyne, 24th November Becoming an EPI teacher: a deep dive into Dr Contis Extensive Processing Instruction, https://networkforlearning.org.uk/courses/2022-11-24/epi-teacher-24-nov-2022, Chester, 25th November Becoming an EPI teacher. Spanish Verb Pivots. stressing specific sounds) are also used in this phase as awareness-raising tools. European Commission or Parliament documents and newspapers). Grammar is also learnt explicitly, through activities which deliberately direct the learners attention to the target features (see figures 5 to 8 below). a phenomenon whereby repeated processing of the same syntactic pattern leads to subconscious learning of grammar. (Listening-As-Modelling), Narrow Reading techniques, Retrieval practice tasks, Chunking-aloud games, Fluency-training activities, Universals, L.I.F.T, etc. One of these tasks can be used too for assessment purposes. 5 From Modelling to Structure Production. In E.P.I. In the past I have turned a display into a giant sentence builder. Sothampton https://networkforlearning.org.uk/courses/2022-06-29/epi-teacher-29-jun-2022, 30th June: Implementing E.P.I. force the students to pay close attention to every single word in the transcript. Japanese - Primary Sentence Builders. In the last five years he has co-authored with Steve Smith the best-selling handbooks for MFL professionals, The Language Teacher Toolkit, Breaking the sound barrier: teaching learners how to listen and 'Memory: what every language teacher should know. voy/va/vamos/etc. You will find this and more in our new edition of The Language Teacher Toolkit which will be published in a couple of months. It also analyzed reviews to verify trustworthiness. For instance, the verb Tener is practised with animals, classroom objects, clothes, physical description, emotional and physical states, age, etc. : Formerly head of languages at various schools in England and abroad where he has developed and implemented his instructional approach (Extensive Processing Instruction), he is currently a renowned and popular conference speaker and CPD provider very active in the UK, South-East Asia, Middle East and Australia. This post aims at providing language educators interested in my approach with an up-to-date description of the MARSEARS instructional sequence faithful to the letter and spirit of EPI, as opposed to the many adaptations and hybridizations floating on social media these days, which may be as or even more effective, but often substantively misrepresent the original framework. This book aims at teaching how to use the most useful and frequent Spanish verbs in everyday communication in terms of how to: As it is clear from (1), (2) and (3) above, exploring how a verb works also entails learning a lot of other grammar and lexicogrammar rules which emerge organically from the communicative context at hand. The result is a random and decontextualised list of phonics, words and grammar rules for the students to regurgitate. Pupils level of engagement in the classroom and the fact that everyone can have a go at the activities, was really rewarding. Dylan Viales has taught for 15 years, in schools in Bath, Beijing and Kuala Lumpur in state, independent and international settings. Obviously, each MARSEARS sequence must not be considered in isolation but in relation to the curriculum as a whole, always ensuring that the core items you have identified as the non-negotiables (or Universals, as I call them), the must-learn phonics, vocabulary and grammar, are constantly recycled across contexts, consistently with the Transfer Appropriate Processing principle and with what we know about memory decay and proactive/retroactive interference (Bjorks law of disuse). Our payment security system encrypts your information during transmission. He has researched the impact of metacognitive strategies training and error correction on L2 essay writing under the supervision of Oxford University Professor Ernesto Macaro both during his PhD and a large-scale project in English comprehensive schools documented in Professor Macaro's 2001 book. They seemed to believe that EPI is about teaching random sentences embedded in substitution tables and getting the students to parrot them until they learn them by rote without any input about grammar, SSC (spelling-to-sound correspondance) and the meaning of individual words. Another short pop-up grammar session may take place at this stage to activate prior knowledge, clarify misconceptions and prime the students for the use of the target structure during this phase, which would ideally last two lessons. Over 50 vendors are waiting for your visit on 17-18. Make it enjoyable (Graham, 2022). His most popular book, "Breaking the sound barrier", lays out the principles of the language teaching method he has created, E.P.I. Expect More. So, for instance, using the verb querer to express what one wants someone to do will require the use of querer + que+ subject + present subjunctive (e.g. Items 5 to 8 refer to the new items, whereas items 1 to 4 refer to the ones taught in the previous unit. We work hard to protect your security and privacy. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. The real MARSEARS: how an EPI sequence TRULYunfolds, My summer 2022 Professional Development courses around theUK, https://networkforlearning.org.uk/courses/2022-06-08/epi-teacher-17-24-may-7-jun-2022, https://www.eventbrite.co.uk/e/how-to-use-extensive-processing-instruction-in-the-mfl-classroom-tickets-336766225847?fbclid=IwAR20EEp8OVk7Ke0_gxvTnKYJLs8ubt1Y0HGXNOflmIdyalKta1rPEO-6iZA, https://networkforlearning.org.uk/courses/2022-06-17/epi-teacher-17-jun-2022, https://networkforlearning.org.uk/courses/2022-06-24/curriculum-design-mfl-24-jun-2022, https://assets.cdn.thewebconsole.com/S3DB14202/images/V3DRAFT-2022-MLTAQ-Conference-Timetablev3.pdf?v=2&m=2d64c245f0c6c02361779af5b9671ae6, https://networkforlearning.org.uk/courses/2022-06-28/epi-teacher-28-jun-2022, https://networkforlearning.org.uk/courses/2022-06-29/epi-teacher-29-jun-2022, https://networkforlearning.org.uk/courses/2022-07-04/epi-teacher-4-jul-2022, https://networkforlearning.org.uk/courses/2022-07-05/curriculum-design-mfl-5-jul-2022, https://networkforlearning.org.uk/courses/2022-07-07/epi-teacher-7-jul-2022, Ten misconceptions about EPI (Part 1): on grammar andphonics, Catrin Ahston on how she applies EPI to TESOL in her classroom (Part2), https://catrinesol.wordpress.com/2022/01/20/how-i-use-an-extensive-processing-instruction-epi-approach-with-entry-3-esol-students-part-2/, My language learning website: The Language Gym, My favourite read-aloud tasks and how I use them, My approach: Extensive Processing Instruction (E.P.I.) . More importantly, chunking-aloud games, being fun and inclusive, foster learner willingness to communicate and participate, two key pre-requisites for the attainment of oral fluency. To SLT or in the context of a Deep Dive, the EPI methodology provides answers, which makes sense to your interviewer, even when he/she is not a specialist of your subject. Bring your club to Amazon Book Clubs, start a new book club and invite your friends to join, or find a club thats right for you for free. He has taught Modern Languages for nearly 30 years at primary, secondary and university levels. : if I have to form a sentence requiring five cognitive operations, my brain wont simply be able to cope because of the overwhelming cognitive load. Hence, for the vast majority of your learners, only correct three or four error types max in your students input; these could refer to your non-negotiables, so that you have a powerful convergence of course objectives and corrective feedback. Make it relevant to the childrens world and personal and academic goals, as relevance is key in fostering motivation to learn languages (Dornyey and Muir, 2019). The acronym stands for the following stages, each designed to build . In other words, phonics instruction occurs in isolation, as a self-standing episode. The structure provided by the methodology, made curriculum and lesson planning quite a serene experience. This was because the curriculum was structured in a way that made it accessible to all pupils, certainly more than with traditional language teaching. Pitfall 4 Lack of authenticity and transferrability of knowledge, One of the five principles of effective assessment (see figure 2 below) advocated by the most renowned scholars in the field of L2 assessments is authenticity, i.e. We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. 31 March HLC Secondary Telford EPI & how to applying to KS4 not sure if it is open to externals, but you may want to try your luck if you are in the area? By the same token, avoid presenting and initially practising a new structure in high-element interactivity contexts as much as possible (Sweller, 2006).New grammar structures should be processed in sentences which are simple, short and where vocabulary and pronunciation will pose a negligible cognitive load. The target construction are taught as unanalysed chunks. . An accomplished executive, with over 18 years of global experience in executive roles and qualifications in international trade (economics), marketing, Asian studies and leadership, Tarnia brings a unique combination of analytical, commercial and creative skills to a business enabling it to explore and implement solutions for growth. Generate random sentences for interaction with the SB table. One reason is that quite a few of the blog posts/webinars on EPI floating on the web were written/delivered by people who provided their own understanding or adaptation of my approach and in some cases have never attended any of my trainings (!). With higher ability students, a transfer-practice component maybe added in, whereby the structure-at-hand is practised in linguistic contexts and/or tasks different from the one(s) in which it was initially learnt. Reviewed in the United Kingdom on 8 November 2020. Finally, he runs an influential blog on MFL pedagogy, The Language Gym (gianfrancoconti.com), which has won him several international awards. ONLINE, 5th November. how to remove stains from silicone spatula; mississauga rebels home arena; german sentence builders conti. inflectional endings, through acoustic or visual devices (e.g. Professor Frank Boers, in his excellent 2021 book, reviews this study, criticizing Kasprowitz and Marsdens testing approach and describing the results obtained by Marsden and her co-worker (also part of the NCELP team) as disappointing (see figure 1 below which summarizes Frank Boers, 2021, criticism). 19.99 (5 used & new offers) French Verb Grammar Pivots - Beginner to Pre-intermediate: Unlocking French Grammar - Beginner to Pre Interm. German - Primary Sentence Builders. If the item details above arent accurate or complete, we want to know about it. There are 0 reviews and 0 ratings from the United States. 6. Much grammar learning results in learner boredom (Murphy, 2022). Contact: atebb@habsgirls.org.uk, 4th July: Reading. The book includes 8 macro-units, each focusing on a different verb or verb set in the present tense. (see figure 4, below). is a workbook aimed at beginner to pre-intermediate students co-authored by three modern languages educators with over 60 years of extensive classroom experience between the three, both in the UK and internationally. As happens in the previous phases, one will alternate tasks which focus on negotiation of meaning (Messengers, Dictogloss, Five, Detective and Informants, All for one and one for all, Secret sentences, View and Recall race) with others which focus on form (e.g. Catalan Sentence Builders. It can be used independently by students as well as for teacher-directed classroom practice. His most popular book, "Breaking the sound barrier", lays out the principles of the language teaching method he has created, E.P.I. 2 Awareness-raising the learners attention is drawn to specific features in the model sentences, e.g. with Dr Gianfranco Conti 30th June. This is, of course, not true: one can teach EPI and still show progression in all the above areas. Dylan is, besides a teacher, a professional development provider specializing in E.P.I., metacognition, teaching languages through music (especially ukulele) and cognitive science. This is done through a number of engaging Scripted listening (listening whilst reading) activities, such as Word Bingo, Sentence Bingo, Break the flow, Spot the missing detail, Spot the intruder, Listening puzzle, Slalom listening, Jigsaw listening, etc. the tasks included in the test administered should mirror or at least approximate real-life tasks (Brown, 2004; Purpura, 2006; 2011). Easy to understand why: grammar, vocabulary and phonics are considered these days by OFSTED as the three pillars of progression, the key areas, that is, which school inspectors are going to investigate when they visit schools in order to assess teaching and learning. a sentence builder modelling the target constructions, introduced by questions to guide communication; a set of Listening-As-Modelling activities to train decoding skills, sound awareness, speech-segmentation, lexical-retrieval and parsing skills; a set of reading tasks focusing on both the meaning and structural levels of the text; a set of translation tasks aimed at consolidation through retrieval practice; a set of writing tasks targeting essential writing micro-skills such as spelling, functional and positional processing, editing and communication of meaning.
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