There’s more to it than speaking -
Learner Independence through reading the
language ...
Dr Lynn ErlerOxford University Department of Education
[seeking a pedagogy for reading within the CLT classroom]:
“What’s going on in your head when you’re reading French?”
“We don’t read
French.”
“It’s all muddled.”
“It’s not like what we’ve been saying
in lesson.”
“It doesn’t look like what Miss tells us.”
What they are saying – what they know!
READING
DECODING
SPEAKING
HEARING,LISTENING
WRITING
4
When reading a word you might not know in French, do you:
yes no sometimesa. skip the word ………………….b. try to sound out the word ………………….c. go back to the word when you think
you might have an idea about its meaning …..d. go back to a word and double-check that
it makes sense …………………….e. look at the word and guess what it means
from familiar bits in it ………………………f. guess the word from the pictures which are
near it ….………………….g. invent a meaning ……………………..h. ask a friend ……………………..i. ask the teacher ……………………..j. wait and see if the teacher says what it meansk. look up the word in the dictionary or glossary ...l. guess the meaning from words around it ............
m. Something else? If so, what? _______________________________
When you see a French text of several sentences or a paragraph, do you: yes no sometimes
a. wait for the teacher to explain …………….
b. skip it ………………….
c. try to sound out each word …………………
d. go back to a word or section and double-check
that it makes sense …………………….
e. scan for words that look familiar, and try to
guess the meaning of the text from them …..
f. scan for words that look like English and try
to guess meaning of the text from them …….
g. guess from the pictures what it is all about ……
h. invent a meaning ……………………..
i. ask a friend what it means …………………….
j. ask the teacher what it means ……………………..
k. wait and see if the teacher says what it means
l. look up many words in the dictionary or glossary ..
m. guess the meaning from words around it ..............
n. Something else? If so, what? ________________________________
359 Year 7’s happy; not bothered puzzled, worried, angry, embarrassed
reading aloud in French? 45.3% 48.4%
pronouncing French aloud? 46.6% 48.0%
How do you feel when:
Results of the pen and paper rhyme tests: jour ........ heure (silent decoding) pot .......... beaux
(1) 70% could not successfully identify more than a third of rhyming words correctly N = 359
(2) mean result = 50%; only 3% achieved better than chance results N = 1,735
Sounding out
Sounds of word - heard or said
Printed word
MEANING
GPC
Orthography Phonology
Context and schemata knowledge
Printed wordSounds of
word
(based on Seidenberg & McClelland 1989)
Teaching and learning words and phrases in the Foreign Language Classroom in England
• learners’ EL1 pre-literacy approaches, “grain size”, sequence changes, consonants vs vowels
• flexibility in phoneme manipulation, general mistrust of GPC consistency due to opaqueness of English
• slippery issues of feedforward – G to P transparency of French (cf English) and feedback opaqueness P to G of French.
From: Ehri, Goswami, Ziegler
L1 & L2 GPC
AssortedVowels, silent letters,
nasals
The sounds and spellings in French
© L.Erler 2010
Une chanson
• a comme quatre chats
• é comme mes frisés
• i comme oui Mimi
• u comme Lulu
• o comme beau dodo
• ou comme tous les jours
• e comme le cheveu
• è comme ma mère et• oi comme moi
© L.Erler 2010
aa à â
Rounded lips, mouth quite open, tongue flat
© L.Erler 2010
tachat
âge
maquatre
cahierami
la
© L.Erler 2010
aa à â
Papa va à la gare.
aa à â
© L.Erler 2010
oau eau ô
very round mouth and a little open
tongue hangs in mid air
© L.Erler 2010
dodo
beau
au
faux
chocolatcrocodile
pianissimohôpital
© L.Erler 2010
oau eau ô
Toto saute dans l’eau.
oau eau ô
© L.Erler 2010
es, er, ez, et, ai
mouth hardly open, tongue quite high at back
© L.Erler 2010
é
é
fermé
les
ses
écoutez
frisé
j’aiété
mes
© L.Erler 20
é
sixLilylit
oui
midi
Mimi
villelivreJ’habite
© L.Erler 20
iy
tu
rue
menu
salut
Lulu
unejudo
super
© L.Erler 2010
u
eeu, eur
The sound of “uhh” with the mouth slightly open, lips a bit forward
It’s called a schwa.
© L.Erler 2010
Je veux jouer le jeu à deux heures.
eeu, eur
© L.Erler 2010
mère faire
père
frère
anniversairepaire
l’air
© L.Erler 2010
è
Une chanson
• a comme quatre chats
• é comme mes frisés
• i comme oui Mimi
• u comme Lulu
• o comme beau dodo
• ou comme tous les jours
• e comme le cheveu
• è comme ma mère et• oi comme moi
© L.Erler 2010
Ma tortue ne marche pas vite.
Elle aime manger de la salade.
Elle est contente …
mais tourjours très lente!© L.Erler 2010
Voici un bon lapin blanc!
un
on
in
an
© L.Erler 2010
Scottish Curriculum for Excellence!
READINGdecoding SPEAKING
HEARING,LISTENING WRITING
Coherence for teacher and learner across the learning Reflecting individual variables and variance Can be enjoyed collaboratively Is intensely personal Creates LEARNER INDEPENDENCE Cross-curricular links to English and to wider reading Creates a basis for progress and personal experience
Thank You!
Words and Sounds – Supporting language learning
through phonics
Lynn Erler & Julie Prince
ISBN 978 1 904 243 92 2
CILT 2010
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