MFL
Raising Attainment
• Lesson study focus – ‘Found’ in Translation
• Target Language Routines
• Effective Homework Setting
Rebecca Iozzi
St James CE High School, Bolton
‘Found’ in Translation
Research Question:
Can the introduction of translation help pupils’
understanding of linguistic structures?
Rationale:
PoS and new GCSE - requirement to develop
learners’ ability to translate from the target language
into English, and from English into the target
language.
‘Found’ in Translation
GDT
Translation
Top tips
Translation
Peer mark
Does ‘Google’ Translate?
Complete the tasks in pairs on the sheet
Fresh Prince of Bel-Air
Followed and
compared
original lyrics
¡Libre Soy!
Ro - rowing ,
rowing - ro ,
ro - rowing ,
rowing - ro ,
ro - rowing
Context, register and tone are all lost
Each word is translated based on
algorithms that work out how
frequently words are used together
and the translation tool picks what it
thinks is the best option
Fans on the ceiling
Translation 1 – without ‘top tips’
Me encantan animales . Voy al parque casi todos los días
con mis tres perros.
El fin de semana pasado fui al zoo con mi familia donde
vimos muchos animales.
Me encantan las películas de acción porque son divertidos.
No me gustan nada las películas de horror pero mi amiga
Julia les encanta.
El Viernes vamos a ir al cine porque es su cumpleaños.
Primero vamos a comer en un restaurante.
¡Va a ser guay!
Peer mark
Every word right for the mark.
I love animals (1). I go to the park (1) almost every
day (1) with my three dogs (1). Last weekend I
went to the zoo (1) with my family (1) where (1) we
saw lots of animals (1). I love action films (1)
because they are fun (1). I don’t like horror films at
all (1) but my friend Julia loves them (1). On Friday
we are going to go to the cinema (1) because it’s
her birthday (1). First we are going to eat in a
restaurant (1). It’s going to be cool! (1)
RESULTS / 16
9 - 20% of
6 - 37% of
5 - 22% of
3 - 21% of
pupils
pupils
pupils
pupils
They’ve got the message.
What next?
• Types of words (Nouns, Verbs etc.) - Literacy games and tasks.
• Understanding of words with different meanings e.g. match (to light
a fire? …..tennis?)
• Usual reading tasks with an emphasis on context….
What details about this film can you
work out?
The title
The director
The genre
The duration
THEN WE INTRODUCED
‘TOP TIPS’….
• Types of words (Nouns, Verbs etc.) - literacy games and tasks.
• Understanding of words with different meanings e.g. match (to light
a fire? …..tennis?)
• Usual reading tasks with an emphasis on context….
• Saying words out loud to decode them. Eg. campeones and
desastre.
No es…
Es…
El sueño de Iván
Título: «El sueño de Iván»
Director: Roberto Santiago
Género: Comedia
Duración: 1 hora y 41 minutos.
Argumento: Iván es un niño de once años que
va a jugar contra los campeones del mundo de
fútbol. También va a vivir su primera gran
historia de amor. Una selección de futbolistas
famosos va a jugar contra ¡niños! en un partido
benéfico para ayudar a las víctimas de un
desastre: un terrible terremoto en África.
Millones de personas van a ver el partido en la
televisión.
No es…
Es…
Translate to English…
RESULTS / 28
21 - 43% of pupils
20 - 28% of pupils
19 – 10% of pupils
16 - 11% of pupils
12 - 8% of pupils
What do you know already about
translation?
Know
Wonder
Learned
Sí
Do you have a question about
translation?
Know
Wonder
Learned
Sí
What have you learned about
translation today?
Know
Wonder
Learned
Sí
‘Found’ in translation has developed…
• Reading skills
• Awareness that translation is not ‘word for word’
and that mental agility (not instant online
translators) is needed
• Understanding of grammar
• Level of intercultural appreciation
Findings:
All pupils gained an understanding of the need for mental agility and that they cannot rely on
google translate.
More and more are now using literacy terms when asking questions about their written work.
Target Language
Routines
¿Cómo se dice… (x5)
en español?
¿Cómo se dice… (x3)
No sé (x5)
No entiendo (x2)
No sé (x3)
No veo
(x5)
Otra vez (x5)
en inglés?
Register routine question (to recycle previous language)
¿Puedo …?
Est-ce que je peux….?
¿…..Pasar lista?
Faire l’appel?
¿…….Chronometrar?
¿Por qué?
Chronométrer?
Pour quoi?
Porque soy inteligente…guapo / a
Parce que je suis intelligent(e) ….
Time the register to practise numbers
Give opinions on how long it took using past tense…¿Cómo fue?
Build up ….Pienso que fue…Je pense que c’était…
C’était comment?
ALL ON DISPLAY
¿Cómo fue?
•
•
•
•
•
•
•
•
•
•
Fantástico
Excelente
Super
Muy Bien
Bien
Regular
Mal
Muy mal
Horrible
Fatal
Porque...
¿Por qué?
fue muy rápido
fue muy lento
fue aburrido
fue lo mejor
fue lo peor
fue lo más despacio
(no) tardó mucho tiempo
¿Por qué no está?
Porque…
Está enfermo/a
Está haciendo novillos
Está de vacaciones
Tiene una cita
Llega tarde
Está hablando con Señor/a XXX
Reinforcement of language – whole class engagement
e.g. ¡Correcto! / C’est vrai!
Don’t give in!!
• Paraphrase (Eg. ‘El padre de mi padre’ instead of giving the English,
Grandad)
• Mime (e.g. coche)
• Tone (e.g. enfadado)
Discipline in English to avoid negative association with the TL
Maximum Pupil
engagement
AND
Manageable Marking?
Key Target
Actions
Outcomes /Success criteria
Docs and
timelines
Teachers to set 1 piece of quality
HW per week in line with school
policy.
Train teachers in use of online
homework using Pearson
ActiveLearn in Y7 and Y8 Spanish
and Y7 French from July 2015.
To implement a departmental
homework policy
Roll out to all KS3 by September
2016.
Staff to set Alfie Cloud homework
for KS4 listening and reading
practice as well as continued use of
controlled assessment preparation
homework.
Further develop networked
resources and share good practice.
Increased % of pupils regularly
completing homework to a good
standard from baseline (Sept 15) to Sept
16.
Improved quality of homework given by
staff from baseline.
Positive feedback from student voice.
FCSE and GCSE controlled assessment
preparation to remain robust and pupils
to perform in line with target in these
tasks.
Pearson
ActiveLearn
subscriptions.
Y7/8 Spanish and
Y7 French by
September 15
and all KS3 by
September 16.
Progress
discussions in
CPD calendar.
Online homework
• Variety to HW tasks
• Positive pupil voice feedback
• All skills at home (including listening)
• Detailed, personalised feedback
• Aids marking work load
• Supports differentiation
Feedback for the teacher
• How long
spent on tasks
• Pupil mood
• Overall picture
for teacher
planning
• Teacher
feedback goes
to pupil inbox
• Can export to
own mark
book
Subscriptions and Freebies
• www.linguascope.com
• www.alfiecloud.com
• www.pearsonactivelearn.com
• http://lyricstraining.com/es/genre/pop
Screenshot results and email to you….
Any questions?