To maximize implicit learning capitalize on the power of syntactic priming/persistence, i.e. Hence, when we process a text for meaning quickly (as we do when we skim and scan a text to find the answer to reading comprehension tasks) we dont usually process these key words which often our students dont acquire until late in the acquisition process. French Verb Pivots. Gamify it as much as possible through board games (e.g. Dec. Market Details. So one isnt clear how spontaneity in the use of any of the target structure in their schemes of learning is going to be achieved. Relevance to the students. Devon 28 June https://networkforlearning.org.uk/courses/2022-06-28/epi-teacher-28-jun-2022, 29th June: Becoming an EPI teacher. 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. A grammar assessment component, initially receptive and later productive, can be included with the right groups at the end of each sub-unit. Whilst the activities above focus on form, focus-on meaning activities will be staged too, including semantic processing activities based on the principles of (1) elaboration (2) distinctiveness (3) appropriateness to retrieval and application (4) relevance to personal experience. 5 Expansion this phase is about learning explicitly the morpho-syntactic patterns that have already been processed many times over. a gap-fill task requiring the retrieval of an appropriate perfect tense form). The book is very mindful of cognitive load. gap-fills) and free-production tasks e.g., talk to me about last weekend (Ellis and Shintani, 2013). Il y a in French or Es gibt in German). So, when the test on that grammar structure is administered, the students know exactly what is expected of them. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice. cannot be used with high-ability classes, 10. For reasons of space, in the current post I will concern myself only with the top three on the above list. He is well-known internationally for his teaching resources that have won him the TES Best contributor award and have been downloaded over 6,000,000 times by hundreds of thousand of teachers worldwide. Delivery cost, delivery date and order total (including tax) shown at checkout. NCELP does this and I still dont get why. In the Fluency-training phase, tasks and games aimed at speeding up accurate production of the target sounds (e.g. as well as EPI classics such as (2) Sentence puzzles with L1 translation, Find the L2 equivalent in the text Gapped translation, Faulty translation, Tangled translation, Word-substitution, etc. US$32.27. Amazon has encountered an error. Compared to previous years, there are now more women involved in science, technology, engineering and mathematics (STEM . You can easily plan a lesson around each page. 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. To what extent does Bloom's taxonomy actually apply to foreign language teaching and learning? 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). I discuss many more in my workshops, of course, but I have been told that my posts are too long. In the second part of this phase, the learners engage in retrieval practice and in highly structured oral and written communicative activities. In the awareness-raising phase, through activities such as Faulty echo, Spot the silent letters, Rhyming pairs, Write it as you hear it, Spot the foreign sound and many others described in Conti and Smith (2019), the teacher draws attention to specific sounds known to be problematic for the students (e.g. This too undermines the reliability of the test, as the students can of course use the L2 sentences as reminders of the target grammar rule(s) or, should they have forgotten the rule(s), even as worked examples from which to infer how to go about translating from the L1 to the L2. In this post I intend to show how the test, the interpretation of its results and the claims made by Teacher X about its outcomes exemplify some common pitfalls of much grammar assessment which undermine the reliability and validity of testing practices in many school settings. Another dimension of transferrability refers to the modality-specificity of L2 competence. These games aim at enhancing decoding skills, phonotactic and articulatory fluency. A task whereby the students were required to choose which of two options was the grammatically correct one; 2. 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. Approximately 30% of cybercriminal forum participants are women. I am the co-author with Steve Smith of the best- selling books for ML teachers 'The language teacher toolkit','Breaking the sound barrier: teaching learners how to listen' and 'Memory: what every language teacher should know (available on www.amazon.co.uk) and hold a Phd in Applied Linguistics (Metacognitive Strategies as applied to second language writing); an MA in TEFL (teaching English as a foreign language) and one in English Literature; a PGCE in MFL and P.E. Click Customise Cookies to decline these cookies, make more detailed choices, or learn more. I have to adapt it for Yr 9 pecially to bring it to the correct level of structures and grammar. 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. by Literacywilliam. 18. This is another preposterous misrepresentation. Excellent. I teach at a secondary school in the UK, and I came across this book when looking for activities that I could do in class that would help the students retain the language in their long term memories better. Editing activities (e.g. The input-flooding, input-enhancement, repeated processing and thorough-processing elicited by the tasks included in the instructional sequences throughout this phase, allow for multiple encounters with the target input, which is likely to result in implicit learning. Four years ago I co-founded www.language-gym.com, a language learning website packed with interactive self-marking activities and games and a verb conjugation trainer. Heres the full list (in no particular order): A few days ago I came across a tweet in which a hard-working and very capable language educator I know, an experienced head of Dept at one of the NCELP hub schools, claimed her students showed evidence, in a recently administered test, of impressive progress in the learning of a grammar structure. They too occur at regular intervals, after every other unit.Please note that The Language Gym language-gym.com website is an ideal supplement to this booklet. The learning of grammar, however, unlike what happens traditionally, is not an end in itself; rather it is intended as a way to increase the generative power of the target chunks, i.e. prior to a Track the sound task, where the sound to be tracked is // the students may be reminded explicitly of the relevant SSC declarative knowledge in synergy with physical awareness). Enroll here: https://www.networkforlearning.org.uk/courses/2023-03-23/epi-teacher-23-march-2023, 24 March Bushey, Hertfordshire Becoming an EPI teacher. ${cardName} not available for the seller that you chose. : the target feature is necessary in order to complete the tasks-at-hand (e.g. through sentence builders). (Especially with students with low L1 literacy) Show (e.g., through a think-aloud protocol) how you would form and use the L1 equivalent of the target L2 structure first and draw or elicit a comparison from the students. These noticing activities are used routinely by EPI teachers and are the staples of this initial phase. Usually a class sits a grammar assessment at the end of a series of lessons on a specific structure (e.g. is about memorising paragraphs with parallel texts, 7. Anyone vaguely familiar with sentence builders knows that every L2 word in the sentence builder is translated in the L1. : voy al centro comercial para comprar un ordenador nuevo). The rationale: the ability to perform productive retrieval emerges later than receptive. ${cardName} unavailable for quantities greater than ${maxQuantity}. The topics also closely relate to the textbook that we use in school, so it's perfect for using in class and for setting homework. and even how to form a final clause (e.g. Introduce new structures in 100% familiar linguistic contexts (e.g. at least 60% accuracy) in the initial retrieval episodes (Boers, 2021). 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. For instance: Jai besoin dargent would be translated in a typical sentence builder as I have need of money (instead of I need money) or Jai onze ans as I have eleven years (instead of I am eleven). inflectional endings, through acoustic or visual devices (e.g. As Ellis and Shintani (2013) posit: Instruction needs to be predominantly directed at developing implicit knowledge of the second language while not neglecting explicit knowledge. (The Language Gym - Sentence Builder Books) by Dr Gianfranco Conti , Mr Dylan Viales, et al. Dr Gianfranco Conti: Publsiher: Unknown: Total Pages: 0: Release: 2022-04-05: Genre: Electronic Book: ISBN: 3949651438: The aim of this sequence is to be inclusive and create durable learning. my use of sentence builders, L.A.M. There was a problem loading your book clubs. What is really interesting is that the school has successfully applied the methodology to the teaching of Hebrew, a scripted language. In his current role as Visiting Fellow at the University of Reading, he has lexicogrammar acquisition, listening instruction, metacognition, error correction and learner autonomy as his main research interests. Please try again. German Sentence Builders is a workbook aimed at beginner to pre-intermediate students co-authored by three modern languages educators with over 50 years of extensive classroom experience between the three, both in the UK and internationally. In a series of French lessons on what one did last weekend, do we need every single verb requiring ETRE in the perfect tense, as textbooks usually do? 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. 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. Key Findings. We dont share your credit card details with third-party sellers, and we dont sell your information to others. Figure 3: the six procedures determining the natural order of acquisition of grammar structures. _______________________________________________________________________________. 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. I researched Language Acquisition, Essay Writing, Error Correction, Learning Strategies and Learner Training impact on L2-writing proficiency under the supervision of Professor Macaro, Head of the Oxford University Department of Education and Editor of the prestigious ' International Journal of Applied Linguistics' both on my Ph.D and on a large-scale research project in Oxford comprehensive schools (documented in Macaro, 2001's book). (see figure 4, below). Please note: for any bookings please contact me at: thelanguagegymcpd@gmail.com. Chain reading; Chain dictation, Tongue twisters, Fast and Furious, Puzzle race). . In the past I have turned a display into a giant sentence builder. Paper 1 sentence starters Missing word. in the context of such a unit? River Falls journal. It looks like WhatsApp is not installed on your phone. Figure 6: Manfred Pienemanns developmental sequences in L2 acquisition. In ten days I will be leaving for Australia for a short speaking tour, a round of 6 workshops in Brisbane, Melbourne and NSW (Coffs Harbour). Hard to see the logic of such an approach. by Gianfranco Conti, PhD. Unless this happens, students are unlikely to develop a passion for language learning. As mentioned above, each new unit builds on the previous one in a what I know + 1 fashion, so that the stem of a new sentence builder was covered in the previous sub-unit. The Sentence Builder. When one examines Teacher Xs test, it is obvious that the sentences used to assess the students on the target grammar structure had been used several times in the lessons prior to the assessment. The art and science of creating sentence builders - key factors to consider in creating your sentence builders. German Primary Sentence Builders is a workbook aimed at beginner students, co-authored by six modern languages educators with over 90 years of extensive. From what I could glean from the picture shared in the tweet, the test appeared to consist of at least three parts: 1. pages of precious and thorough feedback, spotting typos and other glitches that needed ironing out. A typical example: in many UK classrooms, reflexive verbs are usually practised exclusively within the context of daily routine, hence students find it notoriously difficult to transfer them to other contexts. The meaning of and usage of individual words is modelled and practised in context at all times, faithful to the notion (central to EPI) that you will know a word by the company it keeps (Firth, 1957). German Primary Sentence Builders is a workbook aimed at beginner students, co-authored by six modern languages educators with over 90 years of extensive classroom experience between them, both in the UK and internationally. He has designed an original Spanish curriculum, bespoke instructional materials, based on Reading and Listening as Modelling (LAM and RAM). By not overloading you enhance the chances of recycling. As mentioned in point 18, the fewer the core grammar items one teaches, the easier it is to recycle them. It may surprise you that a NCELP hub school would use a test so obviously invalid after all, the E in NCELP stands for excellence. In other words, EPI would consist of merely drilling in a set of unanalysed chunks ad nauseam through a range of ludic activities without a coherent instructional plan or rationale. This button displays the currently selected search type. Once created a Sentence Builder will look . More than 60 German teaching packages are available for one low monthly teacher subscription fee. Vocabulary which is high frequent is more likely to be useful, as the first 2,000 most frequent words in a language give access to at least 80 % of any generic L2 text. German Sentence Builders is a workbook aimed at beginner to pre-intermediate students co-authored by three modern languages educators with over 50 years of extensive classroom experience between the three, both in the UK and internationally.