DEALING WITH THREE LANGUAGES AT SCHOOL Tips, Tasks & Tools

I. RAISING ISSUES 1. Do we have textbooks for the three languages? What kind of approach do they have? Genre based? Grammar based? 2. Do we have subject textbooks? Do they have language in account through some specific activities? 3. GRID for analyzing language in the unit: DIMENSIONS. Speaking, Listening, Oral Interaction, Reading and Writing. Tasks for them. Are the tasks/ activities within the unit well balanced regarding to dimensions? TEXT- TYPES: Recount, Description, Explanation. Discussion, Instruction... Do the tasks refer to one of them? At what extend? Do sts have good models for analysis? 4. Which is the specific language for the unit? 4.1. General Classroom Language 4.2. Language for learning. 4.3. Language for Science, music, Art, Tech, Computering II. FIRST STEP: PLANNING 1. EACH LANGUAGE LANGUAGE CONTENT SERVES SUBJECT CONTENT Analyze first subject unit altogether with the language teacher: key vocabulary for key concepts useful text types--- information Find other models production use provided classroom language document to define which language is classroom language and which one is learning language. Make a big overview for topics and text types that will be used during this school year. 2. THE THREE LANGUAGES Coordination meeting to review topics. Avoid repetitions at the same time text types grammar issues: focus on common concepts mainly. Rules always in subject specific context (because of a need). Grammar practice just to master the rule they need (no drilling!) Make glossaries in the three languages so that kids can achieve the meaningful voc related to the topic/ unit. They do need specific voc. In the target L, not in the three but anyway give them chances to transfer it.

III. 2nd STEP: CARRYING OUT TASK 1. Analyze good models. Use charts to collect info What do the have in common? Example Asmatzaileak Prepare Text type features in advance along the other L. teachers, Decide what to teach in each L. Example Asmatzaileak/ Skeleton Books 2. Make assessment charts to help them while making the text. Explain and put down what are the main ones and what you expect. 3. Use the charts for reviewing their outcomes. 4. Use a grid to prepare the presentation / explanation/ discussion/ lecture/ essay.... IV. 3RD STEP: EVALUATION 1. Use different tools as there are different targets to assess 1.1. Group/ Self diaries- for the process and to check everyone's work. 1.2. KWL charts tro check what they think they've learnt - not only content but L. and procedures. 1.3. Individual records for individual performance along the tasks 1.4. Tests 1.5. Peer evaluation grid for the presentation / explanation/ discussion/ lecture/ essay....

TIPS ON TASKS I. II. III. All the tasks you plan should have a final product that kids have to make oral and writtenKids should do sth with their final work It's quite difficult to deal with information in L2 and L3. Solution for this is not so much to simplify L as much as you can, but give scaffolding to pick up the meaningful chunks among the blah, blah, blah....... (tables are very useful for this).

TIPS ON LANGUAGE 1. 2. 3. Classroom language comes out naturally through classroom everyday activities: session planning, checking attendance, session evaluation, handing out stuff and making groups etc... Teacher is a language model for sts, but nowadays it's become very easy to bring real speakers to the class: Videos, recordings, songs, audiobooks..... Kids should be offered with good conditions to broad up content and language so classrooms should be filled in with authentic information books/ videos, games in the three languages..... a good media library and, of course, computers and internet access. An interactive board/ projector is also a need in the classrooms.