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Successful language learning for pupils assessed as dyslexic . John Bald Languages Show, October 2014 johnbald.typepad.com Most pupils assessed as dyslexic • • • • • do not process new material quickly are limited or slow in reading are weak spellers in English (often) have irregular handwriting Have weak memories or do not use their memory effectively. • (often) have interrupted language development pre-school 2 Dyslexia Look-Alike: Visual Stress (Meares-Irlen Syndrome) • Sensitivity to some wavelengths in light – ranging from mild discomfort via headaches to epilepsy. • Particularly sensitive to fluorescent lighting • Can be tackled using coloured overlays or lenses • Should be part of each schools assessment procedures. See: Wilkins, A. Reading through Colour. 3 Two key questions: • What is it in this child’s thinking that is preventing him/her from learning? • How can we help him/her adjust their thinking so that they can learn? Key resources for teachers • Knowledge of the languages we are teaching, and of “pinch points” for learners. • Teaching techniques to present language clearly, and to anticipate and tackle pinch points. • Resources – books, equipment, ICT, esp Clicker 6. • Trained assistants – if at all possible. • The new National Curriculum. • Knowledge of current brain research. 5 Brain cells and connections (from The Learning Brain, Blakemore and Frith, 2005) As we learn, brain cells form connections with each other that build into networks. These connections are strengthened with practice. Eric Kandel In Search of Memory: the Emergence of a New Science of Mind (NY, 2006). (www.bookfinder.org) 7 Brain cell (from Neuroscience and Education, Teaching and Learning Research Project, 2007) Royal Institution Christmas Lectures 2012 Royal Institution Christmas Lectures 2012 Royal Institution Christmas Lectures 2012: Six months Royal Institution Christmas Lectures 2012: Three years The brain adapts itself to different languages Reading Aloud in English and Italian, evidence from brain scans (active areas in black) • • • Left: reading system of English and Italian combined Centre: sound processing more active in Italian Right: word form area more active in English (fromThe Learning Brain, Blakemore and Frith, 2005) Dyslexia’s Broken Bridges Centre image shows reduced functions in isthmus and in temporal cortex The areas of the brain used for written and spoken language are interlinked and overlap (Dr. Matt Davis, MRC, Languages Today, Spring 2013) • • • Hearing Reading Both As we learn a new language… • We add to and adapt the structures formed in our brain as we learned our first language. The neural basis of first and second language processing Daniela Perani and Jubin Abutalebi • These structures influence the way we learn the new language, both the parts we find easy, and the errors we make (Swan and Smith, Learner English.) English speakers need to adapt to: • New relationships between written and spoken language, including spelling and pronunciation. • Gender in nouns that have no physical gender, and in associated pronouns and adjectives. • Greater variation in verb forms than in English (except for Mandarin!) We promote the formation of networks in children’s minds by • Understanding the adjustments they need to make to their thinking • Explaining these clearly in terms children understand. • Clear and attractive presentation • Teaching spoken and written language together, so that children can see the links between them. • Encouraging and answering questions • Encouraging them to practise We hinder the formation of networks by: • Copying, which requires children to switch their attention continually between the master version and their own. These jerky movements thinking and the formation of connections. • Overloading, by presenting too much new written material at a time, or presenting spoken language that is too fast for children to understand. Children assessed as dyslexic also need: • To see new material as well as hearing it. • Sometimes, to trace with a finger before writing (kinaesthetic). • Extra practice and personal support. Support is best provided in advance, rather than as catchup. Grinding is not practice. • To understand each aspect of their work fully and clearly – so, take small steps. • If textbooks are used, their own copy. rojo azul verde marrón Books children already know can be very useful! • © Culturethèque IFRU 2014 A recurring phrase in a book provides security and builds confidence Physical activity can help learning... • Copying errors from a Year 7 mixed-ability class • • • • • • Quel as âge tu. O habite tu Ou j’habites-tu Où habite a Londres. Common t’appelle tú_ Je onzo age Ja un douze Quel âge as-tu? Où habites-tu? J’habite à Londres. Comment t’appelles-tu? J’ai onze ans J’ai douze ans (experienced teacher, pupils had models of the sentences they were trying to write, from which they could copy.) French pinchpoints for English speakers • The French like their spoken language to flow, and their written language to be precise. • All nouns have a gender. (Very occasionally, two – le or la professeur) • The form of verbs varies more than in English, and the negative is tricky. …and a way of tackling the first one... • Explain that vowels are voice sounds, and that two together can be jerky – say je ai . Can they hear the jerk? • Demonstrate the technique of dropping the first vowel and replacing it with an apostrophe. Write apostrophe on the board. Who thinks it’s an English word? Explain that apostrophe comes from the Greek word for gap, and that we have a gap when we take out a letter. So, we have j’ai. • Have children study j’ai, then clean it off/minimise it, and have them trace it with their finger on their sleeve or desk. Nearly all will get it right. Praise. • Write and explain the sentence J’ai un chat, noting the letter at the end of the word that is not pronounced. Repeat the tracing. With Clicker… Clicker 6 + Acapello voices www.cricksoft.com Extensions suggested by Y4 Sentence Modelling… • Presents new structures clearly and simply • Extends opportunities for study, explanation and questions • Lets children compose written sentences as they do spoken ones, • Eliminates the to-and-fro brain switches involved in copying • Letting us teach written and spoken language together • Allows children to say what they want to say • Lets us present advanced language clearly and flexibly • Raises achievement in reading and writing • Is easy to use, and can be practised on mobile devices. Year 7, girl, assessed as dyslexic, before sentence building work Year 7, girl, assessed as dyslexic, after six weeks’ sentence building work Year 7, boy assessed as dyslexic Year 4, higher-attaining girl French Verb song (song copyright ©Joe Biswell and John Bald) Je Tu Il Elle (point to self, whole hand –finger pointing is rude) (point to a friend, whole hand – they can’t help smiling !) (point to a boy, not your tu friend) (ditto a girl) Nous Big circular sweep with both hands Vous Point to teacher with both hands – explain that vous is a mark of respect to a grown up. Ils Point to two boys both hands Elles Point to two girls both hands A possible order for verbs • Pronouns only with actions • Etre (negative with shaking of head) • Etre positive (might try with nodding head) • Some regular verbs - eg regarder, écouter, jouer, penser, manger (these bring out regular patterns) • Any other verb the children would need to use to say something. Some patterns in French verbs Always • ils/elles end in nt Nearly Always • Nous ends in -ons • Vous ends in –ez (not vous êtes and vous faites) • Tu s (not tu veux or tu peux) ends in (not nous sommes) • These patterns recur in almost all tenses, including those made with auxiliary (helping) verbs, conditionals and subjunctives. Footnote: Spanish verbs • Spanish takes a shortcut – unless there is a need to emphasise it, the pronoun is incorporated into the verb. • Spanish verbs can be sung to Ten Green Bottles, using the same gestures as for the French • Negatives are easy – just begin with no. • Tengo is a good starting point, as it can be used to say so many things, and the first person is easy to spell.