Language Teacher Toolkit: Steve Smith's blog

 My co-writer and the former secondary teacher with the broadest knowledge of second language learning and teaching research, Dr Gianfranco Conti, has been blogging a lot recently as he pursues his latest speaking tour of the UK. I sometimes wonder if he ever sleeps.  When we wrote our first edition of The Language Teacher Toolkit in 2016 a major source of the material were the blog posts Gianfranco wrote in 2015. Recently, he has produced a spate of informative, research-informed posts which every language teacher should find illuminating. The easiest way to find them is just to go to his blog at gianfrancoconti.com and browse. In recent weeks he has covered areas such as grammar, listening, sentence builders/EPI and teaching via topics. Notably, he has returned to the work of John Field, a leading writer in the area of listening instruction. We turned his perspective on listening instruction into our book Breaking the Sound Barrier: Teaching Language Learners How to Listen ...

  On the Primary/Y7 page of my frenchteacher site I have a collection of tasks which help novice pupils with their French comprehension, translation skills and writing. Below is an example. In the original Word document the parallel French and English texts are presented in landscape, side by side. I choose the gaps to suit the level of a typical Y7 class,  but teachers can edit them to make the ask easier or harder. There is a progression in the lesson, since students move from initial scaffolded comprehension towards their own simple writing. Some classes could go further than my suggestion of five easy sentences to write. The French text can be exploited in other ways, for example with questioning, a 'correcting false sentences' exercise or just choral repetition and reading aloud. There are many possibilities to promote recycling of the same language. I would envisage this resource being used later in a teaching sequence on the family topic. I used Chat GPT to produce the ...

I've been particularly busy on my frenchteacher site lately, adding a variety of new resources at different levels, as well as updating my links pages and replacing some out-of-date resources. Below is a list of new stuff I have added over the last two weeks. By the way, I usually mention the CEFR (Common European Framework) level for the benefit of thise teachers do not work in the English system and don't know what Y7,8, 9 etc means. And for those teachers in England who aren't sure about those levels, A1 is roughly Y7-8, A2 is roughly Y9-11, B1 is roughly Y11-12, and B2 is roughly Y13. American teachers use their own levels based on the ACTFL guidelines. There is a detailed chart in this document which lays out the equivalences between these different levels. Y8 (Very low intermediate) A narrow reading worksheet for Y8 (or a weaker Y9). A matching "Who wrote..?" task, sentences to complete and translate. CEFR A1. Y12-13 (Advanced) A current affairs resource. A ...

Choral repetition is one of those traditional teacher practices which we don't often stop to question and, surprisingly, there has been very little research into its usefulness. I posted about the topic in 2022 but am prompted to revisit the subject after reading a research article which you can find here  When it comes to learning new vocabulary learning, their research questions were: Was choral repetition more effective than no choral repetition? Was there no difference in the relative effectiveness of choral repetition versus no choral repetition?  Or, in strongest contrast to common intuitions about choral repetitionbeing effective, was there ever a case in which choral repetition was less effective than no choral repetition? Their findings in this relatively small pair of studies, one with Spanish learners, one with French learners. Their findings and pedagogical implications were summarised thus: The findings of the studies reported here suggest that despite the popular...