Developing Language Learning in the Primary Years with Queen Mary University of London
This, specially developed training, in collaboration with Queen Mary University of London, gives participants a deeper understanding of the underlying principles of how language works, in specific relation to the English language system. The course will be taught by two linguistics specialists from Queen Mary University of London, alongside two of our own expert teaching team.
This is an innovative approach and a new way of thinking around teaching language, but it has been proven to work within secondary school students and with the adaptation of our expert primary teaching team, will be able to transform your practice with exciting and interesting ways to teach phonics and grammar in the primary years in line with the requirements of the National Curriculum.
- Gain an understanding of the key principles of how languages are formed and developed, with specific reference to the English language system
- Consider creative approaches to deepening understanding of phonics, punctuation, morphology, and grammar
- Construct their own language, and reflect on how the day’s learning and activities support children’s competency in English, including those learning English as an Additional Language (EAL)
- Explore a high quality text, showing how a sequence of sessions can be used to create a climate of linguistic curiosity, enquiry and invention
What participants will receive?
Teachers will be given materials to help with the implementation of this course in their own classrooms, including a high-quality children’s book and associated teaching sequence. We will be seeking opportunities to follow up on the impact of the work with attending teachers and their children.
Who is this course aimed at?
The learning is relevant to all ages and stages throughout the primary years and will support primary teachers to teach and reinforce phonics and grammar principles from the National Curriculum in an investigative and creative manner.
Outcomes expected from the course:
This course will initially give participants practical approaches they can use within their teaching. Teachers will be given a book and the related teaching sequence that they can implement straight away in the classroom, allowing them to use innovative ways of teaching phonics, grammar, word order and more.
In the long term this course will encourage teachers to create a classroom environment where children are encouraged to be investigative and take risks with their language, instigating an excitement and interest in reading, writing and linguistics.
More infomation about the Linguistic specialists from Queen Mary University of London
The course is part of a wider initiative, the Queen Mary Invented Languages Scheme (QuILS), seeking to understand more widely the impact of language teaching.
Queen Mary University of London have used the constructed languages approach successfully at secondary and tertiary levels. They ran a Creating a Language Summer School to enable students from less-advantaged backgrounds to gain an understanding of linguistic concepts relevant to Languages and English Language GCSEs. They have also run Constructing a Language, a university level module, for a number of years.
The two academics that will be teaching this course alongside the CLPE team are:
David Adger is Professor of Linguistics at Queen Mary University of London, and President of the Linguistics Association of Great Britain. He’s author of many books and articles on linguistics including the forthcoming Language Unlimited, from Oxford University Press.
Coppe van Urk is a Lecturer in Linguistics at Queen Mary University of London. He writes on the nature of variation across languages, with a particular focus on understudied languages..
English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.National Curriculum, 2014
Activities to develop young children’s knowledge of letters and sounds need to build on their existing knowledge of language and how print functions… Teachers need to arouse this enthusiasm by creating a classroom environment that builds on existing skills and leads to fresh understandings.Whole to Part Phonics, 1998