Everything a teacher should know about language teaching and learning: the A to Z of evidenced-based pedagogy
This course looks at the key principles of effective teaching and learning in languages, as evidenced by the latest cognitive research in second language acquisition. The main focus of the day will be:
- How memory works and implications for teaching and learning. We will focus on the structure of memory and explore the implications that Working and Long-Term memory has for learning.
- How languages are learnt: the role of comprehensible input, noticing and restructuring. The role of input in bringing about acquisition in both natural and instructed language acquisition. How language learners process language receptively and what facilitates / hinders acquisition.
- The principles of effective modelling through aural and written input: You will consider how you may want to design and deliver input to best impact students' learning.
- From input to output : instructional strategies for converting input into output will be proposed.
- Chunking : you will explore chunking from three different angles: (1) as the way the brain acquires new language; (2) as an instructional strategy aimed at facilitating the onset of fluency and (3) as a learning strategy.
- From controlled processing to fluency: You will define the notion of fluency and lay out a principled approach to its attainment rooted in Cognitive research, identifying the barriers to and the catalysts of effortless understanding and production under communicative pressure.
- Sequencing tasks : We will discuss a pedagogical cycle based on cognitive load theory and Gianfranco Conti's approach, E.P.I.
- Corrective feedback and Metacognition: You will explore evidence-based approaches to corrective feedback which make the process more manageable and impactful. We will also discuss how metacognitive instruction can enhance learners' autonomy and responsibility.
- Assessment : This session will concisely discuss the role of assessment in advancing learning, outlining the merits and shortcomings of common testing procedures. An alternative more student- and teacher-friendly approach to assessment will be proposed which is more consistent with second-language-acquisition theory and research.
An applied linguistics MA and PhD graduate with lexico-grammar acquisition, listening skills, metacognition, error correction and learner autonomy as his main research interests, Gianfranco Conti has been teaching MFL for over 25 years both at secondary and tertiary levels.
Formerly head of languages at various schools in England and abroad, he is currently a French and Spanish teacher at an international school in South-East Asia where he has been implementing his methodological approach: Extensive Processing Instruction (EPI).
Dr Conti is also a renowned conference speaker and CPD provider mostly active in England and Australia. This is what CEO of researchED and educational influencer Tom Bennet has written about one of his workshops:
“As an organiser of research conferences I am constantly looking for individuals who can do something very special- disseminate a broad field of complexity, in a way that is intelligible to practitioners but loses little in the process; simplification without reductivism. Gianfranco was wonderful in this regard: witty, literate, personable and very, very engaging, but all the while absolutely focussed on content, quality and the effective transmission of useful information and techniques. As such he was one of the most popular speakers of the day, and in my opinion one of the best presenters I have seen in the UK. I wish he was available more often, as the impact he has on his audience is palpable.”
He is well-known internationally for his teaching resources that have won him the TES Best contributor award and have been downloaded over 3,500,000 time by over 100,000 teachers around the world. His blog on MFL pedagogy, The Language Gym, is one of the most influential in the world and has won him several international awards.
Dr Conti is also the founder of the interactive language learning website www.language-gym.com and the co-author of the best-selling handbook for MFL professionals, ‘The Language Teacher Toolkit’. He is currently co-writing with Steve Smith his second book ‘Breaking the sound barrier: teaching listening bottom-up’ based on his own classroom research.
Feedback from teachers on Gianfranco's courses
Amazing energy - so compact and phenomenally rich in sensible, exciting ideas!
Fantastic course packed with practical ideas which are not too time consuming to prepare.
A really good training session. Loads of useful techniques as well as research and ideas of where to implement them. A wealth of ideas and inspiring course.
An excellent session - best I have attended to date - lots of food for thought and lots of changes going to happen in my dept. Huge thanks.
Brilliant - extremely useful and an engaging speaker.
Extremely informative, with significant "take-away" to change my pedagogy for the better.
Reviving and inspiring, with research to support ideas as well as practical experience!
Cost: £185 per delegate which includes lunch and resources
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