When writing is fun…(Course 4)

Developing academic literacy for students learning a foreign language in PYP can be challenging. Many students already have difficulties writing in English, and consider writing in French to be more difficult than speaking or understanding. I planned a writing activity in Grade 5 and my objective was to make them be engaged and reflective in their writing. After learning how to ask and answer questions about food, they learned how to offer food to people in view of inviting their parents for a breakfast at school. The writing that they completed in class was a letter that each student would send to their parents to invite them. The students had a real purpose for writing and understood that the language choices should suit the purpose as well as the specific audience.

Even if dealing with the use of verbs in the present tense could sound difficult, they had a check-list of what structure and language features could be used. For example, all the verbs available were ‘er’ verbs so that they could conjugate them by themselves.

They’ve also been able to see the difference between the written and spoken modes of communication, for example with the use of greetings.

They showed creativity when they decorated their letters.

Gr 5 Students writing IMG_6287

After writing their letter, the students asked me spontaneously to practice their reading as some parents know a bit of French.

I planned other authentic writing activities to enhance students’ academic literacy and a positive mindset towards writing in the target language. 

When getting sick helps our professional practices…

These last weeks I have had a few health problems and because of bad luck (poor medical care from incompetent doctors), it was hard to control and I had quite a lot of side effects from drugs. As a consequence, it affected my ear as well as my voice and my respiratory capacity.  Now my health condition is much better, but while reflecting on my professional practices, I have been surprised to see to what extent I changed some of my teaching strategies to cope and to compensate for my weaknesses. Even if it was quite a demanding situation, I am quite happy with the new tools that I used and I thought that I could share this experience with you if by chance it should happen to you as well. Here are some tips:

When being sick is more than only that....

1/ I slowed down my speech. It helped the students to think more before responding to my answers

2/ I gave instructions and information thanks to an online prompter: http://cueprompter.com/

The funny fact is that many students who used to be reluctant in reading, were happy to develop this skill and were keen to increase the speed of their reading.

3/ I also gave them some information thanks to online readings in the target language. This tool is interesting for students with dyslexia. It is available in English, French, Italian, Spanish and Arabic Languages https://www.naturalreaders.com/index.html

The fact that men and women’s voices can be chosen freely lead students to be accustomed to different speech rhythms, accents, tones and intonations.  

In conclusion, being sick can lead to great professional experiences and new discoveries….

Talk and engagement, such a big issue in foreign language! (Course 3)

In PYP, I created new accessories to enhance students’ engagement and to increase student awareness of grammar. For example, instead of teaching how the personal pronouns work in French, I use masks. Students wearing masks feel more at ease to participate and to understand the differences between ‘I’ and ‘we’, as well as ‘you’ and ‘they’ forms, as they can embody the grammar forms. For example, ‘I’ can be a pirate, whereas ‘we’ can stand for Animals.

Even shy students have fun and express themselves more openly because of these masks.

Use of masks in class

Iceberg model of culture… how to break the ice?

The Iceberg Theory underline the fact that just like an iceberg, culture is made of a visible and an invisible part (Edward T. Hall – 1973, 1976). The visible manifestations of culture are just the tip of the iceberg. However, it is the lower, the hidden part of the iceberg, that is the powerful foundation of these visible manifestations. One challenge for any foreign language teacher is to help the target language learners to have a glance of the country where the language is spoken and to be balanced according to students needs, interests, and maturity. Most of the time we are so focused on language, literature or specific cultural aspects, that we forget implicit manifestation of culture.
As far as I am concerned, I tried differents interculturalists strategies and tools to break the ice and go beyond the tip of the iceberg.

Here are some ideas that I share with you:

  1. Overcoming Stereotypes

    As everybody, our students have stereotypes about my home county and about French people. So, I thing that I like to do is creating a positive atmosphere where I share quite often about French values, myths, habits… and I compare them with their own perspective on French people. By this way, the students overcome stereotypes engage effectively and are more eager to discover, rather than relying on racial or ethnic stereotypes. For example, we speak about people’s habits in our second unit as is it very meaningful in term of values (family, work…) In the third unit, where I teach about people description, I also give them a cultural understanding and tolerance message by working on famous French people whose background are international because of the many migrations, such as football player coming from Central Africa or singers coming from Maghreb region.

    stereotypes

  2. Meals/food

    Everyone eats, but students can experience the differences in diet from one culture to the next.To borrow Marcel Mauss, meals can be a ” total social fact” especially some meals eaten during religious festivals, such as Christmas, easter…In class, we talk about their meals and their share dishes typical in their countries. Students research also about French food (eg. King cake traditionally eaten in January), taste French food and cook French cakes. In November, Grade 5 students will even invite their parents and serve them a French breakfast and present their learning to them, as part of our French food festival. Last year, Grade 4 student eat “crepes” at a French restaurant downtown.

    cuisine-2 cuisine

    resto-1 resto-2

  3. Holidays/historical events
    I do like to let my students know about holidays and historical events thanks to my blog, where they can read some information about their origins and the way French people celebrate them.
    e.g: Here is a post written about the festival celebrated in France on 8 May every year.  http://isppelementaryvalerie.blogspot.com/2016/05/le-8-mai-1945-un-evenement-historique.html
    The students can compare with the traditional holiday from their native culture.
  4. Clothes 

    In France, many regions have different traditional dress. I could have asked my students to bring some pieces of formal or traditional dress…Me, I do not have any traditional clothing from my hometown. But, during our third unit about describing people, students learn how to describe people with colorful traditional clothes (as it is the case in some French spoken countries in Central Africa for example).   Recently, when a famous French fashion designers passed away, I took this event to show that how clothes can reveal  about country values and perspectives. For example, Sonia Rykiel is a symbol for her struggle to promote woman freedom and respect. I used my blog for this chat with my students:  http://isppelementaryvalerie.blogspot.com/2016/08/sonia-rykiel-french-fashion-designer.html

  5. Music

    In class, when students are doing creative activities, we often listen music from different parts of Francophony (Canada, Comores, Marocco…).  The fact that students could hear how the same language is used in different countries, accents, instruments, rhythms… is just a great cultural experience!

  6. Traditional Stories

    Traditional stories such as folk tales or tall tales are another way to bring culture and history into the classroom. So I read extracts of French books to my students and we compare the stories that they know and that are quite similar in French and in their mother tong. Last year, we went in field trip at the French Institute library so that Gr 5 students could be familiarized with a place where there are plenty of French books…

  7. Body language
    Even though some face emotions are quite similar in many countries in the world (joy, hate, disgust…), it is obvious that non-verbal communication is an important part of how people communicate and there are differents from culture to culture. Hand, arm gestures, touch, eyes contacts could be quite inappropriate or rude in Asia but not in France. So, Grade 2 to grade 5 students can experiment it in class. For example, many students are surprised by ” la bise”, the traditional French kiss to greet people.
    body-language

    Last year, on 21th February, we celebrated the International Mother Language Day. To make students aware of these cultural differents, Grade 4 and grade 5 students participated in a fun activity: they compared some easy gesture commonly used to indicate: number, actions…they could understand that While some gestures are vulgar, others are as innocuous as shaking or nodding one’s head.

  8. Art 

    Besides discovering some of the most famous museums of Paris (Le Louvre, Orsay, Beaubourg…) through short videos, my students learn more about French culture thanks to some artists like Ben. Also, they participated in creative activities linked with cultural events. For example, Students created posters to present Cannes international Movies Festival and they chose their favorite poster among a selection of posters created since the early 50’s by international designers.   http://isppelementaryvalerie.blogspot.com/2016/04/poster-competition.html

    cannes

    10. Ecology
    Last year in France, an international conference called ” COP 21″ had been organized to speak other environment issues and for politics to make a change in the world. All the students discovered what does ecology means in France and to what extent French people support ecological projects.Making research, creating collage or slogans, making presentations…all of them participated.
    cop-2 cope-la-dernier cope-autre

    cop-1

To conclude, there are thousands of ways to share our culture and break the ice in class. I humbly date to present you some of my strategies but…there is still a lot of work to be done around this issue!

Supporting Students With Autism Disorsders

Last year, before beginning to teach PYP, I received an email from a teacher telling me that I will have a Grade 2 students in my class with special needs. This student had autism disorders. Honestly, I was quite astonished and puzzled. It was the first time ever I would teach one student having this kind of special needs. I read quite a lot to be more aware and to be able to give my utmost to my lovely student, Rosie.

After reading a great article on SPELTAC: “Ways to support ells with special needs” (http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2016/03/response_ways_to_support_ells_with_special_needs.html), I wanted to share to resources in English and merely in French language that I found on the Internet and thanks to the librarian at the Montpellier hospital.
But, before, I wanted to let you know one fact that shocked me: in Cambodian language, there is not even 1 word for autism. Read this article to understand how the autistic persons are viewed by the local population because of a lack of awareness:
http://www.phnompenhpost.com/national/care-autism-lacking-kingdom
In Phnom Penh, there are only 2 schools that support kids having these disorders: http://www.rabbitschoolcambodia.org/
 https://hagarinternational.org/international/contact/

  1. Free training online in French language: 

http://www.canalautisme.com/meacutethode-montessori–vie-sensorielle-et-vie-pratique.htmlhttp://www.langagequebec.ca/asofiles/troubles_dapprentissage_guide_enseignants.pdfhttp://stream.ac-creteil.fr/play2.php?vid=1653http://www.cyber-profs.org/clips_details.php?id=16&q=1000http://www.ac-grenoble.fr/ash38/spip.php?article39 :http://www.autisme-ressources-lr.fr/Bibliographies
http://www.autisme-ressources-lr.fr/IMG/pdf/ressources-scolarisation-autisme-enseignants-avs.pdf
 

2. Some handy and meaningful resources in French langue :

  • Organising the time and the environment: https://drive.google.com/file/d/0B-_N6qI3Bzofa3ltdDhZbjgxQ1k/view?usp=sharing
  • Modeling and differentiating the learners paths: https://drive.google.com/file/d/0B-_N6qI3BzofQTkxZTFhWU03Wmc/view?usp=sharing   https://drive.google.com/file/d/0B-_N6qI3BzofY0l1dVh6ODlxdVU/view?usp=sharing   https://drive.google.com/file/d/0B-_N6qI3BzofLURPUS1mWUlyWnM/view?usp=sharing
    https://drive.google.com/file/d/0B-_N6qI3BzofM1kzanpXazN6aWs/view?usp=sharing

3. PD in NZ and in Australia:

To my point of view, Australia and New Zealand are wellhead than France/Belgium/Switzerland (besides their training for ABA approach) So, if you are interested in this topic and you can apply for a PD, here is some of their programs:

http://www.autismnz.org.nz/training_programmes
https://drive.google.com/file/d/0B-_N6qI3BzofcjdoNkdaSE9GTEE/view?usp=sharing

Translanguaging in FL… I embark on a new adventure!

Here is my post that share ideas about how to use Translanguaging in FL to enhance students learning. Click on the link to hear my recording: https://drive.google.com/file/d/0B-_N6qI3BzofNTFRYW01R3BMNFU/view?usp=sharing

(lenght: around 9 minutes)

Here is an illustration of 3 strategies for translanguaging in FL.

  1. Writing Skills (Words Wall)
Students wrote the key vocabulary of our first unit in the target language, in English language as well as in their mother tong (here, in Vietnamese language)
Grade 5 students wrote the key vocabulary of our first unit  in our Word Wall, in the target language, in English language as well as in their mother tong (here, in Vietnamese language)

2. Reading Skills (Vocabulary Activity)

After reading a short book in the target language (for the book week), students worked on the vocabulary and filled this chart. They wrote down 5 new vocab in the target language, in English and in their mother tong (in Pastho language, in Hindi language, in Vietnamese language, in Turkish language... )
After reading a short book in the target language (for the book week), students worked on the vocabulary and filled this chart. Grade 5 students wrote down 5 new vocab in the target language, in English and in their mother tong (in Pastho language, in Hindi language, in Vietnamese language, in Turkish language… )
Same exercice in khmer language
Same exercise in Khmer language
Same exercice in Hindi language
Same exercise in Hindi language

3. Writing skills (Writing cards)

Multilingual and translanguaging activity with Grade 3 students: after a brainstorming to contrast French, English and Spanish languages, students write cards to greet a sick student in the 3 languages.
Multilingual and translanguaging activity with Grade 3 students: after a brainstorming to contrast French, English and Spanish languages, students write cards to greet a sick student in the 3 languages.
Detail of 1 card writing.
Detail of 1 card written by a Grade 3 student.
Other sample
Other sample
Other sample
Other sample

Learning the grammar of a target language…is it thrilling? Is it boring or horrific?

During the 70’s, the traditional model in teaching the grammar of a target language was abandoned for more communicative approaches. What good news!

We saw the need to teach grammar forms and structures in relation to meaning and use, for the specific communication tasks that students need to complete. For example, instead of asking students to write 10 sentences to understand that in French the verb changes according to number, gender, person and tense, we now give two accurate and appropriate statement examples of the current unit. Then, we ask the students to read the statements, find the differences, and ask questions about points they don’t understand. By sharing information, we help them to understand the rule logically.

Also, we understood that students should be taught to use their knowledge of English or another language when learning the target language. In French language, it is quite easy, as English and French grammar share certain similarities. All my Grade 2-5 students know that many common and declarative sentences in English follow an order: the subject of a sentence comes directly in front of the verb.

Using simplified terms that make sense for “ subject” and “verb”, students can easily create a common French sentence.

Using an inter-lingual approach can be key for some to teach grammar. Helping the students to compare and contrast the two languages and find the differences, as well as giving them little by little an awareness of language, has proved to be efficient.

Researchers have also explained how to mix this approach with the inter-lingual approach, which results in inputs and interaction and is also very effective.

As far as I am concerned, I use different strategies and the one I have been using more often these past two years is: flipping class. This strategy ensures student involvement, interest, and understanding when I expect them to understand certain grammar. For example, working in groups to understand and to teach others how to create questions and why there is three words for my in French, generally works quite well.

Students discuss their work
Students discussing their work
Students presenting their news learning
Students presenting their news learning
Students playing jigsaw puzzle to apply grammar rules
Students playing jigsaw to apply grammar rules
Students practicing how to ask questions in French
Students practicing how to ask questions in French

A few days ago, I read an article that I saw on Twitter about new creative and successful ways to teach grammar. http://www.theatlantic.com/education/archive/2014/02/the-wrong-way-to-teach-grammar/284014/

Since then, I have reflected on how to apply these ideas. If you have any creative ways that alter this approach, please share them with me!

 

Promoting International Mindedness…such a huge topic!

At ISPP our classes are comparative to bouquets of flowers, some being more ‘exotic’ than others, but together a thing of great beauty.
Every one of our students is a part of this bouquet, each having a personal history, habits, values, as well as different family backgrounds that are most interesting.
As teachers, we adhere to the school’s vision of allowing everyone to:’learn together, grow together, and each make a difference’.
But are we really offering our students the freedom to express themselves and stay true to their own identities?
Is favoritism towards ‘international mindedness’, in events such as ‘International mother tongue day’, really sufficient?
How can we help Cambodian children, as well as children from 3rd world culture flourish and affirm themselves?
How can we effectively value their mother tongue as well as their cultural values, in order to make them citizens of the world, respectful towards others, who ‘celebrate diversity’ and successful adults in the future?
These many questions must be answered.

 

From a historical point of view, schooling in the later half of the 19th century was indifferent to cultural diversity. Efforts were focused on educating all students, not taking into account regional or cultural belonging, to make model citizens who would play an important role in the modernization of the state/ nation. This involved teaching only one language. This monocultural way in schools was put into question due to several factors.

Among these were the equality issues between white and African American people, the evolution of society values, and the finances needed to create bilingual schools following the battles between Hispanics and Americans in the 60’s. The various movements involving decolonization also played an important role. And so, little by little, the school system has opened it’s doors to cultures that were once excluded.

 

Two approaches were developed when raising the question of cultural identity:

multiculturalism in the English society, and interculturalism, more present in francophone society. The underlying idea of multiculturalism is the necessity for the school to recognize the value of the different cultures brought by each student. This recognition includes the language as well as other aspects of the culture. The recognition of minority rights therefore becomes the leitmotif of societies who think of themselves as multicultural (Taylor, 1994). Inversely, interculturalism puts forth the essential notions of interaction and exchange (Adballah-Pretceille, 2004), and has in part presented an answer to the risks of communitarianism induced by certain forms of multiculturalism.

These two approaches have not always favored a consensus among learners, but more often that not created individual and collective identities. Also, these notions have often been wrongly interpreted, and this is why valuing student’s collective cultural belonging has long been a subject of controversy.

It seems that the student’s identity not only involves the culture, language or religion, but also the collective and historic memory of the group. Even today, when the multiplying number of identity claimed issues are examined, nostalgic and critical speeches about national identity being threatened by immigration and globalization are present. This gives us valid reasons to examine our roles as teachers. Is it not imperative for us to find a balance between recognition of a certain collective cultural identity, as well as the need to build a common horizon insuring harmony and peace?

 

Please allow me to speak personally, to thereafter compare it to my experience at ISPP.

As you know, France is a country of immigration, and coming from the suburb of a big city, I must admit that the majority of my classmates at school were not what some would call “true French” people. In primary up until high school, a vast majority of them came from ancient colonies and often used Arabic, Lingala, Turkish, or other European languages such as Polish, Portuguese, or Spanish. For example, I remember in grade 6, we were 27 students. Twenty-four of these came from Africa (the majority from North Africa).

Taking into account historic, political and educational factors, the inability of politicians, and the lack of interest from certain school authorities (very few have recognized or valued cultural differences present in French schools, or other countries with immigrant history similar to France), these are perhaps the reasons that the situation regarding cultural identity is so complex.

Oftentimes, the educational system favoring acculturation is a stigma of cultural groups. Sadly, this turn has favored the exclusion of cultural integration involving these groups, as well as opposing views, even social tension (Ogbu, 1992 ; Berry, Phinney, Sam & Vedder, 2006). In France, cultural politics have more favored an assimilation of children of immigrants in the country, which has generated youths who have not been listened to or valued for their multiculturalism, their language abilities, etc., and have often been a stigma for not being able to write the “langue de Molière” well enough.

Also, there were no, and sometimes still are no allotted resources to support teachers welcoming students newly arrived from other foreign countries.

Almost ten years ago, I was teaching in France as a temporary professor in order to help students who had great difficulties with their exams. I remember having been in a technical class in a public secondary school in the Lyon suburbs, which taught students between the ages of 14 to 17 years old. This class was composed of 29 students. Of those 27 were boys, some of them had severe behavioral issues (many were expelled permanently from the building), and two of the 29 were girls. Around ninety percent had parents of foreign origins. Two of the students had been in France only for a short time; an Algerian and Congolese. Both had great difficulty regarding comprehension, reading, and writing of the French language.
The school had no human resources, or any type of assistant to help me in my duties. It was heartache for me to see these two students cave under the worries and anxieties due to their problems, and I was incapable of giving them the necessary time or energy to help. The boy unfortunately completely dropped out.

From my schooling and professional experience in Public schools, I understood that the French educational system shunned culture, and only accepted certain forms of culture able to be expressed sporadically, solely on specific occasions. Or, the only culture that was enhanced was the academic culture, I mean the writers, the castles, the middle age songs…It was so distant from a dynamic and a living culture, where everybody could be part of and can make a difference.

For example, many schools authorize Muslim or Jewish students to not take part in certain sports, or be excused from school for certain religious holidays, such as Aïd al-Kabïir, or Yom Kippur. But I have never seen a teacher speaking about the symbolism, rituals, or emotions associated with these events, and even less so was it in question to allow to students to share with others about these events. My feeling is that teachers were too much afraid or indifferent or ashamed of the Israel-Palestine conflict or the consequences of decolonization.

France, wanting to be a secular country since 1905, does not allow any religious expression. Schools do not allow any expression associated with religion, and the students automatically censor any expressions of attachment to their mother culture as well, because there is no room for such expressions. Even now, International-mindedness is really not valued in Public Schools. And this is without describing to you the effects of school drop-outs, class dynamics, the loss of orientation for certain students, and unfortunately the effects on social well-being, while not forgetting the effects of racism as well.

 

At ISPP, my point of view is that the direction and the teachers make sincere efforts to favor international mindedness and accept the cultural diversity between classes, in itself an element of the school’s dynamic and richness. I see many initiatives from teachers to get to know the students, allowing them to express who they are today, where they have come from, and of their family’s journey.

They allow their students to be conscious of this diversity and validate the languages spoken by the students, in order to show them they are individually recognized. They also reap benefits from their experience with others and are able to explain the meaning of this linguistic openness.

For example, in MYP and PYP, the question regarding the definition of a 3rd generation child is the subject of a teaching unit in foreign language. In PYP, the question regarding migration in discussed in grade 5, and religious practices in grade 4. All these teachings have as a base the notion of cultural identity, and offer a better understanding of others. All these teachers offer their students the ability to express themselves through writing, drawing etc. I am overjoyed at seeing these pertinent approaches to teaching that truly favor international mindedness.

When I see guest speakers who are invited to speak about Cambodian traditions, projects based on Olympics Games or Maya in grade 4 bring a Tanzanian statue to class to speak about her home country, or students from grade 5 translating the IB learner profile into their mother tongue…And I am very proud when, walking along the Gr 4 and Gr 5 corridor, I can seen these board with all the students pictures hooked on the world map. Yesterday, when I attended the musical performance done by Japanese, Cambodians and one Uzbekistan teacher, all of them sharing the same passion for music, It was so meaningful for all our shool community!
I am very grateful for all the teachers who do their best to make international mindedness a priority.

I also thank the direction, who allot funds in order to ensure a teaching of Cambodian as a mother tongue, or as a foreign language. The linguistic diversity is an asset for all the students. Learning living languages encourages and builds knowledge of the world, as well as openness towards another’s culture and language. I hold in very high regard the support from direction when we wish to organize cultural activities (events, outings, culinary activities, field trip, exhibitions, collaborations with local schools etc) that ensure the knowledge of other cultures.
But, we can also improve our practices!

 

SPEALTAC can be a force and a tool that helps us all to progress further. I appreciated certain lectures on the subject, such as:

– International Mother Language Day: Putting your Money where you Mouth is!

Which shows how the promotion of the mother tongue helps develop not only the mother tongue, but also the children’s abilities in the major language of the school.

https://flipboard.com/@marcellehou3f7n/speltac-our-learners%2C-their-literacy-ie2r54apy/international-mother-language-day%3A-putting-your-money-where-your-mouth-is!/a-pJyRJedmReKx4C1o-fWw0w%3Aa%3A973984190811c65b222%2Fonraisingbilingualchildren.com

– Early Learning Toolkit: Mother Tongue Instruction, which explain some use of Internet in our practices: http://www.coetail.com/laylablock/2016/04/30/10-ways-internet-can-empower-language-learners/

 

I am looking forward to improving my practices and sharing with the ISPP community and SPELTAC Members regarding this issue. In this way, we will be able to really insure our students’ learning together, growing together, making a difference, and the conviction that we as teachers have done our best.

 

Bibliography:

ABDALLAH-PRETCEILLE M. (2004) : L’éducation interculturelle. Paris : PUF.

BERRY J. W., PHINNEY J. S., SAM D. L. & VEDDER P. (2006) : « Immigrant youth: Acculturation, identity, and adaptation ». Applied psychology, 55(3), 303-332.

OGBU J. U. (1992) : « Les frontières culturelles et les enfants des minorités ». Revue Française de Pédagogie (101), 9-26.

TAYLOR C. (1994) : Multiculturalisme. Différence et démocratie. Paris : Aubier.