Beyond quizzes and guesses: implementing reading-to-learn with novice to intermediate level learners
This course is suitable for language teachers of all key stages.
The workshop will explore:
- the purposes of reading instruction and how they impact teaching and learning
- the psychology of reading
- the principles of Reading as Modelling (R.A.M.)
- how to use the synergy R.A.M - Metacognition - Extensive Reading to enhance reading proficiency
- how to promote reading fluency
- how to design pedagogical sequences which convert input to output
- working with non-comprehensible input texts
Part One : Gianfranco will delve into the psychology of reading in a foreign language, outlining the processes and sub-skills involved in target language reading comprehension, thereby demonstrating why the models of L2 reading instruction currently implemented in English secondary school are not developing effective student readers.
Part Two : Gianfranco will introduce numerous strategies for enhancing reading comprehension and for exploiting the potential of L2 written texts for promoting writing development, i.e. what is commonly referred to in the literature as ‘reading-to-write’ approach.
Using a text from a past MFL GCSE examination reading paper he will demonstrate a principled approach to the design of pre-, in- and post-reading tasks.
Founder and owner of the popular language learning website The Language Gym, Gianfranco is an applied linguistics MA and PhD graduate with many years of classroom experience. He has taught Modern Languages for nearly 30 years both at primary, secondary and university levels.
He has researched the impact of metacognitive strategies training and error correction on L2 essay writing under the supervision of Oxford University Ernesto Macaro both during his PhD and a large-scale project in English comprehensive schools documented in Professor Macaro (2001)’s book. In his current role as Visiting Fellow at the University of Reading, he has lexicogrammar acquisition, listening instruction, metacognition, error correction and learner autonomy as his main research interests.
Formerly head of languages at various schools in England and abroad where he has developed and implemented his instructional approach (Extensive Processing Instruction), he is currently a researcher at the University of Reading in his capacity of Visiting Fellow and a highly renowned and sought-after conference speaker and CPD provider very active in the UK, South-East Asia, Middle East and Australia. He delivers keynotes in major international events all year around, conducts an average of 150 workshops for language teachers a year and visits roughly as many schools in the same period of time either to provide professional development or to help schools improve their curriculum design and delivery.
He is well-known internationally for his teaching resources that have won him the TES Best contributor award and have been downloaded over 4,500,000 times by over 100,000 teachers around the world.
His blog on MFL pedagogy, The Language Gym (gianfrancoconti.com), is one of the most influential in the world and has won him several international awards. The professional development group he founded, ‘Global Innovative Language Teachers’ is one of the largest and fastest-growing communities of its genre.
Gianfranco has co-authored with Steve Smith the best-selling handbooks for MFL professionals, ‘The Language Teacher Toolkit’ and ‘Breaking the sound barrier: teaching learners how to listen’. He has also recently published a Spanish workbook for beginner to pre-intermediate learners of Spanish, "Spanish Sentence Builders - a Lexicogrammar Approach", written with his former colleague Dylan Viñales.
Feedback from teachers on Gianfranco's courses
Putting Gianfranco's MARS EARS sequence in place has meant:
- Full engagement from students of all abilities
- Much better progression within the lesson and from one lesson to another
- Increased participation in class
- Increased confidence
- Better use of the language
- Increased accuracy
- Better grasp of the grammar when seen more “formally” in the EARS part of the sequence
- Less anxiety for students who might not see Languages as an easy subject
Aurélie Lethuilier, Curriculum leader, Hillview School, Tonbridge, Kent
Just wanted to let you know that year 8 (who have only ever been taught MFL using your methods) have just done their options and 75% have chosen an MFL. This is in contrast to current y11 which is around 15% doing an MFL - thank you for giving me the courage to push for the change in curriculum - I am so happy and thankful.
Vicki Brownlee, Head of MFL, The Howden School
So informative, so thought-provoking and so helpful. GF is fantastic. What a legend the Conti is!
I am a grizzled, gnarled old veteran who has been teaching French for 28 years and who has been a Head of MFL for 25 years, in 7 different schools in London, Coventry, Singapore and Bangkok and I learnt loads from GF. How refreshing! Please keep me posted re: future GF courses! I must attend!
Lee Mortiboys, Sidney Stringer Academy, Coventry
I was at one of your live training sessions in Guildford in 2019. Since I started using your methods, uptake of Spanish GCSE has doubled, so thank you.
Penny Riddell, Spanish teacher, UK
I am very proud to see you standing up for real language teaching as it should be, and grateful that the presentation I witnessed was 1)grounded in real research and hard facts related to language acquisition. 2) refreshingly honest and unashamed to present these facts with no ulterior motives but to share one’s passion for teaching languages and learning languages.
Adam Joe Fletcher, Deputy Head MFL, London
I cannot recommend taking on the journey to 'Contification' highly enough, and here are some of the considerations that we are keeping in mind at this time: we have seen a tremendous change in our students’ engagement and participation rates in class. We are regularly receiving very positive feedback from students and parents about what is happening in our classes, which is wonderfully affirming. Our purpose was to empower our students and to give justice to their potential as future language speakers, which required a huge change embraced by all parties. ..this sure does feel like we have contributed to something much bigger than us in this journey of exploration and discovery. When one lets go of the need to be perfect, magic happens.
Chloe Briand, Head of MFL, Methodist Ladies College, Melbourne
Cost: £85 per delegate
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