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
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)
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)
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)
Cost: £185 per delegate which includes lunch and resources
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