Product reviews for Independent Thinking on MFL

Crista's book arrived on the eve of the first lockdown during the 2020 outbreak of the coronavirus. With schools closing and my whole business at risk, I had to adapt quickly to the new challenges of delivering language lessons online. Her book was a lifeline, instilling confidence and reminding me of my passion for teaching languages.

I was particularly interested in the chapter regarding oracy skills. I had always stressed correct pronunciation and taken time to encourage reading and writing; as the opportunity arose, I would address it, but I had never actually taught a lesson on how to do it. So Crista's idea of actually decoding a language through phonics, giving the children clues and teaching them how to look for patterns to develop their ability to match sounds and letters, really resonated with me. I encouraged the children to keep a log of sounds, we created an emoji to help them remember and they started to collect words with the same pattern - for example, -˜oi' in French was easy to spot in noir, trois and moi, but the sense of achievement they experienced when they were able to read oiseau was exhilarating. They really do see it as code-breaking or like a jigsaw - and, rather than me just telling them how to pronounce or spell, they are now able to do it for themselves.

Appreciating if a child is engaged online is quite different to teaching face-to-face. Daily I am met with a sea of blank faces as they concentrate on how to interact and participate. Crista's idea of introducing tongue-twisters has provided a fun and engaging task. Setting a challenge, they have competed and timed each other in break-out rooms and been enthusiastic to share their achievements. More importantly, tongue twisters have highlighted for them the need to open their mouths and project their voices when speaking in the target language - skills they will be able to transfer easily at secondary school level. 

Her chapter on content and language integrated learning (CLIL) also forced me to think of ways to inspire and engage the children. The topic on everyone's lips seemed a dreary one to introduce, but linking COVID-19 to what we should and shouldn't do to keep safe as well as the appreciation of surrounding nature and the environment really appealed. Suddenly I was forced to step outside of my usual -˜safe' and trusted topics used for years in schools and pick topics that were relevant to them.

Before lockdown, I had established links with several local primaries where I was delivering language lessons to the whole of Key Stage 2. Part of the arrangement was also to upskill the staff. In preparation for the new national curriculum in Wales, I aimed to share knowledge and instil confidence so that non-specialist teachers will be able to deliver the target language themselves. Crista's chapter on MFL in primary and the importance of establishing links and a strong rapport with local secondary schools to assist with transition is something I feel strongly about - and, in keeping with her advice and guidance, I will continue to do this on my return. 



Finally, as an independent language teacher, CPD takes motivation and initiative. Crista's comprehensive glossary of contacts and resources has provided me with further guidance, support and inspiration.