Benefits of Bilingualism

Brilliant post that explains some of the benefits of bilingualism. They include;

1. A conscious approach can help you clean up your writing and your speech and help you communicate more clearly.

2. Bilingual individuals can pick out a speaker’s voice easier

3. Develop creativity because learning a second language improved speakers’ planning, cognitive flexibility, and working memory, three pillars on which creativity is built.

4. Patients who spoke more than one language had been diagnosed with Alzheimer’s four years after their monolingual counterparts.

and finally

5. Make smarter decisions as people thinking in a foreign language were more likely to consider a question more slowly and analytically than in their native language 

Really interesting thanks to http://www.huffingtonpost.com/dan-roitman/why-it-makes-more-sense-t_b_3435076.html for this story.

Recent research suggests that learning a new language, at any age, not only will enhance your next vacation or better prepare you for an upcoming business trip, it can also make you a better listener, boost your creativity, spur brain growth, and for some people, even delay Alzheimer’s.

Each of these benefits stems from the various ways that language learning improves your brain’s ability to focus. Learning a language physically changes your mind, ultimately making you a stronger, more creative thinker. Here are five reasons why you should start learning a foreign language right now:

1. To improve your communication skills. The key here is consciousness. While most of us rarely think about the grammatical structures of our native tongue, learning a second language brings them into stark relief. When attempting to write or speak in a second language, you suddenly have to focus more on the order of words, your verb tenses, and parts of speech. And in recognizing how sentences are constructed in a second language, you can become more aware of how they’re arranged in your first language. That more conscious approach can help you clean up your writing and your speech and help you communicate more clearly.

2. To become a better listener. A study at Northwestern University showed that bilingual individuals could better pick out a speaker’s voice amidst distracting noises. This superior “attention, inhibition, and encoding of sound,” as the researchers put it, can help you better focus on what a client, boss, or employee is saying. The ability to listen closely is a valuable skill that can translate into a real dollar value. Look at IKEA, which attributes its record 2012 revenues and growing appeal in part to its ability to listen to customers and then respond accordingly.

3. To boost your creativity. Every time you speak a second language is an exercise in creativity. While words in your native language might string themselves together naturally, requiring little effort on your part, constructing sentences and meaning in a second language often requires more conscious thought. A study published last year found that learning a foreign language enhanced people’s fluency, elaboration, originality, and flexibility, the four scales measured by the Torrance Test of Creative Thinking. Researchers concluded that learning a second language improved speakers’ planning, cognitive flexibility, and working memory, three pillars on which creativity is built.

4. To sharpen your mind. Learning a second language can beef up your brain’s executive control center — the hub that helps manage your cognitive processes. A second language offers a strong exercise regimen for the executive control center, ultimately making it more efficient. Bilingualism can keep this center strong even as you age. In a study of 24 million dementia patients worldwide, many of whom also had Alzheimer’s, researchers found that the patients who spoke more than one language had been diagnosed with Alzheimer’s four years after their monolingual counterparts.

5. To make smarter decisions. A study completed last year showed that people thinking in a foreign language were more likely to consider a question more slowly and analytically than in their native language. It seems that thinking in your native tongue is often associated with breezy, emotional decision-making that reveals natural biases. But when considering the same problem in a non-native tongue, subjects in the study demonstrated “enhanced deliberation” based more on cold hard logic. So the next time you have to make a big decision, you might get a better outcome if you consider it in a language other than your own.

As a language learner, you’ll not only become a more conscious thinker and listener who can communicate clearly and think creatively, but you’ll also gain the most significant benefit of multilingualism: a broader, more global perspective. Each of the five benefits outlined above show that learning another language really does reshape the way we think, helping us better empathize and communicate with customers, partners, and employees by adopting, through language, a new way to see the world.

The Multilingual World of Irish Dance

What a brilliant observation and just why bilingualism and being able to speak languages can be really important to children and young people. There are those that believe the later you leave it to learn a language the better whereas in reality the younger the better and using it in context is the best way to go.

on raising bilingual children

Over the weekend, I spent many hours running the canteen at an Irish dance “Feis”. My daughter is a dancer, and every year they host a competition, attracting dancers from various parts of Europe. Over the weekend, I spoke to people from Germany, Belgium, France, Italy, Finland, England, Ireland, the US and Canada. The most satisfying part of the experience was being able to help people in their own language. People say that English is the global language, and that if you speak English you don’t need anything else. I disagree, and this weekend was a good example of why. When people approached my canteen counter, I could often tell they were hesitant to order – worried about which language to use, and not wanting to get it wrong. I quickly figured out that the best way to put them at ease was to offer “English, francais or nederlands?”. I…

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Why modern foreign languages in schools needs an overhaul.

Lovely read via the guardian and a system that  currently works. Something for us all to take note of.

http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/21/overhaul-modern-foreign-languages-teaching-british-schools?CMP=new_54&CMP=

Can you imagine a British school system where language learning is thriving – a real success story? What would be different?

A question any headteacher should be able to answer is this: if you had a completely free choice, what would your school curriculum look like? I’ve explored this with different people and usually they have trouble fitting in all their ideas within the confines of a timetable. However, even with a completely free hand, I find that all too often language learning is regarded as a problem area. There are pockets of excellence but we’re not exactly taking the world by storm as a nation of linguists and, sadly, our current education system isn’t likely to change that any time soon. Why is this?

I think that there are a number of serious difficulties that need to be overcome.

Firstly, we simply don’t give it enough time in the curriculum relative to what is needed.  A standard curriculum will set aside two hours a week, in line with DfE guidance. This just isn’t enough to build the level of retention needed to facilitate an interactive communicative approach and to break down students’ inhibitions with speaking. Sometimes schools offer two languages to able students but often this leads to them feeling mediocre in both languages instead of proficient in one.
Too often standard pedagogical approaches are limiting and formulaic. It is still too common for students to be given a diet of vocabulary-driven rote learning with a bit of grammar tacked on. Too often I’ve seen lessons in very good schools where students might learn a list of colours in isolation but could not say “the sky is blue”. Or they learn lists of rooms, clothes, hobbies or fruit but can’t put a related sentence together with any confidence. Furthermore, six months later, the earlier vocabulary has been forgotten.

Plus, popular culture is almost exclusively Anglo-centric, fuelling a complacent cultural-lingual apathy. Obviously this isn’t the fault of any teacher or any school – but it is the reality we operate in. A meagre two hours per week is no contest for the mighty cultural counter-weight that says “Who cares? Everyone speaks English anyway!” And, of course, Borgen has subtitles!

The system is permeated by a strong, self-fulfilling perception that languages are difficult and, therefore, only really appropriate for higher attainers. Fair enough, being blasted too soon with ‘nominative, dative and accusative,’ terms you don’t even use in English, is likely to be off-putting. However, in the right conditions, people of wide ranging ability ‘pick up’ languages all the time. This might be out of necessity or through immersion but it suggests that it can be done if done properly; it isn’t inherently more difficult to learn a language than maths.

Also, I believe, school leaders lack the will and/or the philosophical commitment required to address these issues. I’m sorry to say this but, for a lot of heads, language learning is not high on their list of priorities. If two hours matches the DfE model, where’s the issue? And in any case, where does the time from? There is a sense that this isn’t our problem and that if we’re churning out another generation of poor or mediocre linguists that is just how it is.

Government policy in this area – such as the with the ham-fisted introduction of the EBacc – is not backed up with any resources. Excellent languages teachers are in short supply and this is far worse at primary level than at secondary. So we have a chicken and egg situation: what comes first? More good languages teachers or more high quality language learners who might become teachers? Enabling policies that help to recruit EU teachers and to provide continued professional development to all MFL teachers are not forthcoming. Half the members of our MFL team are native speakers from Europe and China; one of our cleaners is also our Russian language assistant. The people are out there, but schools need help to recruit and train them.

All these difficulties can seem overwhelming, but instead of giving up, let’s push all of the obstacles aside for a moment. Can we imagine a version of British culture and British school life where all these issues are reversed? Where language learning is thriving; a real success story? Where multi-lingualism is an everyday part of the cultural experience of young people and adults? What would be different?

Firstly, languages would take up a lot more time in the curriculum. For example, in the five years since we’ve devoted four hours per week at KS3 to either French or German, we’ve seen a phenomenal impact: our year 9s are more confident speakers and all-round better linguists than our year 11s ever were before with GCSE results to match. Secondly, MFL lessons would always be characterised by interactive, immersive, communicative approaches where grammar and new vocabulary are seamlessly interwoven and students are empowered with the tools to explore the language by themselves. Finally, schools and the media, supported by politicians and businesses, would celebrate multilingualism to the extent that young people regarded monolingual life as a huge disadvantage and distinctly uncool, and would do all they could to avoid being left out.

If we are ever to reach this point, there is one basic requirement: simply the will to do it.  We can dream of a concerted effort by businesses, politicians and the media to move us forwarded but realistically it will be headteachers and schools who will need to show what can be done. It’s in our hands.

Tom Sherrington is headteacher at King Edward VI Grammar School in Chelmsford.

Embracing bilingualism helps school achieve Good OFSTED report.

What great news that a school in Peterborough has improved so greatly in the past months that OFSTED have now deemed them as good. So remarkable that news papers Peterborough Today and the Daily Mail and even the radio station R2 have today run the story.

 

Readers of this blog will not be surprised that by embracing bilingualism and using it to benefit your teaching improves and speeds up the rate that the pupils learn English. I have gathered information about its benefits and the results are now starting to come through. The head teacher clearly supports this view of bilingualism and her results show that by embracing it results can be improved quickly. I believe this is the start of the educational culture change which so many schools and LA officers were resisting up until a year or so ago.

 

Head Christine Parker, 54, said: ‘More and more  of the world is  going bilingual. The culture at our school is not to see  bilingualism as  a difficulty.’

I am also hopeful that this great result will also make sure that gone are the conversations littered with  I only have one or two! or what can I do I don’t speak their language? as an excuse is changing. Gone and evidently going are the teachers plodding along teaching what is comfortable for them in such a way that it takes longer than necessary for the children to pick up the language.  Children pick up social language quite easily and it is the schools job to ensure the curriculum is taught and academic language is known and understood. In the future we should now be able to say that  Every Student does Matter.

There will be difficulties along the way as the head describes here;

‘Sometimes parents have tried to help  their  children learn English but their own isn’t too good,’ she said.  ‘The outcome is  the children aren’t fluent in their own language. If  they haven’t got a good  foundation [in their own language] it can be  very difficult to build on  that.’

but by sharing and supporting each other we can ensure that this becomes the reality.

 

what an interesting article

on raising bilingual children

Every so often, I meet a parent who would like to pass on more than one language to their children. Sometimes they are a single parent, dealing with a home and societal language, sometimes they are a bilingual themselves and want their children to speak both of their languages. So, the question comes up, is it possible for one person to be “in charge” of passing on more than one language?
There is no absolute answer, but I lean strongly towards “not a good idea”. While I understand the reasoning behind the desire, the elements for successful bilingualism are hard to achieve with one person and two languages.
Firstly, in the early years, consistency is important in helping your children’s brains anaylse input and create a fully competent language system. If one parent is attempting to use two languages, it would be very hard to structure the input to be…

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Ideas for teaching language.

I saw this great piece in the TES so must share in its entirety as it is difficult to work out which piece to leave out. Even better is the resource to help teach Welsh using Bart Simpson – the children will love it.

 

Role play and toy telephones can help children to learn languages

How do pupils learn a language at school? One topic at a time, with plenty of time to think. But in real life we draw upon several topics at once, thinking on our feet. Revision followed by comedic role play gives children excellent practice in this. Select two or three language points to revise, then set up a brief role play with simple props. Plastic money and toy telephones work well.

Divide the class into groups of three. Each group has a parent, a shopkeeper and a small child who asks irrelevant questions such as “Beth ydy’ch rhif ffon chi?” (Welsh for “What is your phone number?”) The parent and the shopkeeper must finish a task – buying bananas, for example – despite these interruptions.

But they must also answer at least five of the child’s random questions. The others can be answered with expressions such as “Wait a minute”. On the board, list topics that the child could ask about: anything from big noses to boats.

Telephone role play is also fun, and helps children to listen. Pupils sit on their chairs back to back. When shown a flashcard nominating a new conversation topic, speakers must change the subject. This could be as silly as switching from sweets to elephants.

Afterwards, get pupils to write down any words it would have been useful for them to know. Give them the words and get them to write notes on how they could have used them in their role plays. They could even draw simple pictures, with the new vocabulary in speech bubbles.

All these activities practise the target language without the soporific effect of rote learning – though, of course, some repetition is required. But some neuroscientists now suggest drilling in varied ways rather than simply repeating the information in the same format, which can bore the brain. This replicates what happens when we speak a new language in real life, when we adapt to new situations at high speed – just as pupils must do in their role play.

Even panicking in a safe environment can be very funny, while burning the target language into the memory. It shows pupils that they are capable of finding the words when they need to make themselves understood. Children have a natural fearlessness and we should take care not to educate it out of them.

What else?

Talk to Bart Simpson in Welsh in Louisa28’s activity.

bit.ly/WelshWithBart

Teach German numbers in a fun way with a PowerPoint shared by alemanjana. bit.ly/EasyNumbers

Using rhawkes’ resource, introduce pupils to colours and to the verb haben through songs and gestures.

bit.ly/ColoursAndHaben.

Welsh children should all have a chance at bilingualism

Further to my post last week I see this press report from Wales Online again about ESTYN’s findings and the writer supports my belief that we should encourage bilingualism but the policy and strategy for ensuring this including the training of teachers with the level of Welsh needed to be more fluent in English-speaking Welsh schools.

As a parent I for one was pleased that Welsh schools were embraced and that I had the choice of sending my child to a Welsh-speaking school even though English was our main family language. Just as important for my other family members was the choice not to send their child to a  Welsh school but to and English school that taught Welsh. I am sure this is still a really good compromise for most of the Welsh people.

This is just food for thought unless everyone just speaks Welsh in Wales then dual language and the balance between the two must always be measured against the needs of the children and society and not a group that wishes just to promote the language.  Whilst there is a place for this they can alienate if they try to impose their wish. My family members are mainly happy that they speak English and have no wish for their children to learn Welsh apart from an awareness of it and an acceptance of bilingualism.

The report finishes on these notes to which I totally agree.

Whatever action the minister decides to take on the basis of the findings, he  needs to ensure that the excellent work done by his Government doesn’t slip  between the cracks.

 

The Welsh-Medium Education Strategy is a case in point, as are the powers in  the School Standards and Organisation Bill. At long last, the framework is in  place to hold local authorities to account in terms of their Welsh education  strategies – so please, let’s not abandon ship now.

 

For those still young enough to soak it up, to those of us a little more  advanced in our years, including all school staff, the support needs to be in  place to give everybody the opportunity to grasp bilingualism with both  hands.

Read more: Wales Online http://www.walesonline.co.uk/news/education-news/2013/01/31/all-must-have-chanceto-grasp-bilingualism-91466-32713956/#ixzz2JdY5Kj5I

 

 

138,000 speak no English – census UK

Following on from the last blog it seems that the question of movement and more children arriving in classrooms with another language and little or no English is going to be an upward trend.  Todays census information has ben revealed and suggests:

The number of Polish-born people living in England and Wales has risen by almost 900% since the last census and they now make up 1% of the population – more than Irish-born residents.

Pete Stokes, census statistical design manager for the Office of National Statistics. says most of the Polish migrants tend to be younger, and more prepared to move for work.

“Polish migrants are driven by economics and they are going everywhere. People from Poland are in every local authority in the country, they are not clustering,” he said.

http://www.bbc.co.uk/news/uk-20713380

Furthermore the statistics show that:

The number of people living in England and Wales who could not speak any English was 138,000, latest figures from the 2011 census show.

After English, the second most reported main language was Polish, with 546,000 speakers, followed by Punjabi and Urdu.

Some 4 million – or 8% – reported speaking a different main language other than English or Welsh.

Of those with a main language other than English,

1.7 million could speak  English very well,

1.6 million could speak English well, and

726,000 could speak English, however not well. The remaining 138,000 could not speak English at all.

On the plus side there are lots of people and probably teachers arriving with Polish as their first language so maybe we should look at a curriculum which promotes Polish as an MFL and not French? On the negative side schools need to look at how they communicate with parents, children and community to engage them in schooling otherwise our stats as a world leader in education will keep going down and then how they ensure the curriculum is taught and academic language achieved in order that they can partake of formal examinations and receive a grade/number relevant to their true potential.  A hard one but something we must look at, at National and local level to make sure we are not failing our children.

http://www.bbc.co.uk/news/uk-21259401

Finally when I first started teaching I remember people would say there were geographic areas which attracted new arrivals from overseas again this is borne out by the census as is my recent blogs that more and more schools are now witnessing challenging learning requirements to make sure all the pupils reach their potential.

The greatest numerical change has however been in London. In 2001, almost two million people in the capital were born abroad. Today it is almost three million. If anyone doubted that London was now a world city, rather than just the capital of the UK, the figures say different.

Only 44% of people in London now describe themselves as white British. In the east London borough of Newham, fewer than a fifth of the population described themselves so.

Four out of every 10 people in London in 2011 were foreign-born – up from three in 10 in 2001.

Overall, four London boroughs – Newham, Brent, Westminster and Kensington and Chelsea are now home to a majority who were born outside of the UK. Three other parts of the capital are not far off.

LEAST BORN ABROAD

  • Blaenau Gwent 1,500 (2.2%)
  • Redcar and Cleveland 3,000 (2.2%)
  • Staffordshire Moorlands 2,200 (2.2%)
  • Knowsley 3,400 2.3%
  • Caerphilly 3,400 2.3%

MOST BORN ABROAD

  • Brent 171,000 (55%)
  • Newham 165,000 (54%)
  • Westminster 117,000 (53%)
  • Kensington and Chelsea 82,000 (52%)

The history of migration was once the story of cities: We had very distinct communities in specific places – an African-Caribbean community in London or Birmingham, for instance, and Indian or East African Asian people in Leicester.

Large historic communities remain – but there is also greater geographic spread among newcomers. For instance, some 90% of the Poles in the UK are spread across England and Wales in community after community.

So overall, increasing change, rapid change and increasing diversity.

Today, almost 10,000 people born abroad call Boston home – 3,000 of them from Poland, more than any other local authority outside of the South East.

We will need to create teaching resources using all the ICT and non-ICT resources we have available to make sure that these children grow up as world or global citizens, available for work in more than one country, yet achieving at the best level they can regardless of language/s.  It is our duty to make sure through our unwillingness to change or change our practice that we hold these new world citizens back

Merry Christmas Everyone

In readiness for the 1st Of December.  Here is Merry Christms in lots of languages. If yours isnt included please add in the commnet box. Merry Christmas to all of my followers.

Afrikaans: Geseënde  Kersfees
Afrikander: Een  Plesierige Kerfees
African/ Eritrean/  Tigrinja : Rehus-Beal-Ledeats
Albanian : Gezur Krislinjden
Arabic: Milad  Majid
Argentine: Feliz Navidad
Armenian : Shenoraavor Nor Dari yev Pari  Gaghand
Azeri : Tezze  Iliniz Yahsi Olsun
Bahasa Malaysia : Selamat Hari Natal
Basque : Zorionak eta Urte Berri  On!
Bohemian : Vesele Vanoce
Brazilian : Feliz Natal
Bengali : Shubho borodin
Breton : Nedeleg laouen na bloavezh mat
Bulgarian : Tchestita Koleda; Tchestito Rojdestvo Hristovo
Catalan : Bon  Nadal i un Bon Any Nou!
Chile : Feliz Navidad
Chinese Cantonese : Gun Tso Sun Tan’Gung Haw Sun
Chinese Mandarin : Kung His Hsin Nien bing Chu Shen Tan  
Choctaw : Yukpa, Nitak Hollo Chito
Columbia : Feliz Navidad y Próspero Año Nuevo
Cornish : Nadelik  looan na looan blethen noweth
Corsian : Pace e salute
Crazanian : Rot Yikji Dol La Roo
Cree : Mitho Makosi Kesikansi
Croatian : Sretan  Bozic
Czech : Prejeme Vam Vesele Vanoce a stastny Novy Rok
Danish : Glædelig Jul
Duri : Christmas-e- Shoma Mobarak
Dutch : Vrolijk Kerstfeest en een Gelukkig Nieuwjaar! or  Zalig Kerstfeast
English : Merry  Christmas

Eskimo : (inupik) Jutdlime pivdluarit ukiortame  pivdluaritlo!
Esperanto : Gajan Kristnaskon
Estonian :  Ruumsaid  juulup|hi
Ethiopian : (Amharic) Melkin Yelidet Beaal 

Eritfean/ Tigrinja : Rehus- Beal- Ledeats

Faeroese : Gledhilig jol og eydnurikt nyggjar!
Farsi : Cristmas-e-shoma mobarak bashad
Finnish : Hyvaa  joulua
Flemish : Zalig Kerstfeest en Gelukkig nieuw jaar
French : Joyeux Noel
Frisian : Noflike Krystdagen en in protte Lok en Seine yn it Nije  Jier!
Faeroese : Gledhilig jol og eydnurikt nyggjar! 
Fyrom : Sreken Bozhik
Galician : Bo Nada
Gaelic: Nollaig chridheil agus Bliadhna mhath ùr!
German : Froehliche Weihnachten
Greek : Kala Christouyenna! 
Greenlandic :  Juullimi Pilluaritsi!

Haiti : (Creole)  Jwaye Nowel or to Jesus Edo Bri’cho o Rish D’Shato Brichto
Hausa : Barka da Kirsimatikuma Barka da Sabuwar  Shekara!
Hawaiian : Mele Kalikimaka
Hebrew : Mo’adim Lesimkha. Chena tova
Hindi : Baradin ki  shubh kamnaaye
Hausa : Barka da Kirsimatikuma Barka da Sabuwar Shekara!
Hawaian : Mele  Kalikimaka ame Hauoli Makahiki Hou!
Hungarian : Kellemes Karacsonyi unnepeket

Icelandic : Gledileg Jol
Indonesian : Selamat Hari Natal
Iraqi : Idah Saidan Wa Sanah Jadidah
Irish: Nollaig Shona Dhuit, or Nodlaig mhaith  chugnat
Iroquois : Ojenyunyat Sungwiyadeson honungradon nagwutut. Ojenyunyat  osrasay.
Italian : Buone Feste Natalizie
Japanese : Shinnen omedeto. Kurisumasu Omedeto

Korean : Sung Tan Chuk Ha

Lao : souksan van Christmas
Latin : Natale hilare et Annum Faustum!
Latvian : Prieci’gus Ziemsve’tkus un Laimi’gu Jauno  Gadu!
Lausitzian : Wjesole hody a strowe nowe leto
Lettish : Priecigus Ziemassvetkus
Lithuanian : Linksmu Kaledu
Maltese : IL-Milied It-tajjeb
Manx : Nollick ghennal as blein vie noa
Maori : Meri Kirihimete
Marathi : Shub Naya Varsh

Navajo : Merry Keshmish
Norwegian : God Jul, or Gledelig Jul
Occitan: Pulit nadal e bona annado

Papiamento : Bon Pasco
Papua New Guinea : Bikpela hamamas blong dispela Krismas na Nupela yia i go long  yu
Pennsylvania German :  En frehlicher Grischtdaag un en hallich Nei Yaahr!
Peru : Feliz Navidad  y un Venturoso Año Nuevo
Philipines : Maligayan Pasko!
Polish : Wesolych Swiat Bozego Narodzenia
Portuguese : Feliz Natal
Pushto : Christmas Aao Ne-way Kaal Mo Mobarak Sha

Rapa-Nui (Easter Island): Mata-Ki-Te-Rangi.  Te-Pito-O-Te-Henua
Rhetian : Bellas festas da nadal e bun onn
Romanche : (sursilvan dialect): Legreivlas fiastas da Nadal e bien niev  onn!
Romanian :   Craciun Fericit
Russian : Pozdrevlyayu s prazdnikom Rozhdestva is  Novim Godom
Sami : Buorrit Juovllat

Samoan : La Maunia Le Kilisimasi Ma Le Tausaga Fou
Sardinian : Bonu nadale e prosperu annu nou
Serbian : Hristos se rodi
Slovakian : Sretan Bozic or Vesele vianoce
Samoan : La Maunia Le Kilisimasi Ma Le Tausaga Fou
Scots Gaelic : Nollaig chridheil huibh
Serbian : Hristos se rodi.
Singhalese : Subha nath thalak Vewa. Subha Aluth Awrudhak  Vewa
Slovak : Vesele Vianoce. A stastlivy Novy Rok
Slovene : Vesele Bozicne Praznike Srecno Novo Leto
Spanish : Feliz Navidad
Swedish : God Jul and (Och) Ett Gott Nytt År
Tagalog : Maligayamg Pasko. Masaganang Bagong Taon
Tami : Nathar Puthu Varuda Valthukkal
Trukeese : (Micronesian) Neekiriisimas annim oo iyer  seefe feyiyeech!
Thai : Sawadee Pee Mai or souksan wan Christmas
Turkish :  Noeliniz Ve Yeni Yiliniz Kutlu Olsun
Ukrainian : Srozhdestvom Kristovym
Urdu : Naya Saal Mubarak Ho
Vietnamese : Chuc Mung Giang Sinh

Welsh : Nadolig Llawen

Yoruba : E ku odun, e ku iye’dun!
Yugoslavian : Cestitamo Bozic

With thanks to : http://www.theholidayspot.com/christmas/worldxmas/manylanguages.htm#dRYQcGLJF2DWQcep.99

 

“Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.” Stephen Krashen

How many children will be glad to know that, how many of us have sat through really boring lessons?  I like Stephen Krashen’s theory because from my experiences it make sense.  Learning in context, using prior learning as a bridge to the next piece of knowledge is how we all learn, yet these building blocks are sometimes forgotten as are the age and linguistic development of the learner at times.

I agree with all of these saying attributed Krashen below and still find it amazing that I have had arguments with head teachers who cannot see the benefit of a safe environment where it is ok to make mistakes. This particular head was definite that no one was allowed to make mistakes….well… we all know no one is perfect, so lets embrace this fact and make it safe to try, with the skills and backup to make sure the mistake is made once and learnt from. I ask all language teachers whatever your situation,  Is your area safe to learn in?? I expect the knee jerk will be yes, but as reflective practitioners lets look at what our evidence tells us, if the children are cautious about trying, then you know deep inside that the ethos or atmosphere is wrong somewhere.

“Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.” Stephen Krashen

“The best methods are therefore those that supply ‘comprehensible input’ in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are ‘ready’, recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.” Stephen Krashen

“In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful.” Stephen Krashen 

Wishing you all Happy Language Learning