Introduction
Wolverhampton City Council has supported the provision of community language teaching and learning over the last two decades. The Council supports community language classes in various languages: Bengali, Gujarati, Hindi, Panjabi and Urdu for approximately 800 pupils in 47 different complementary classes. As the demography of Wolverhampton is changing, complementary classes will soon be established in Kurdish, Polish and Tamil. Classes are taught from 10am till 12 noon and run in maintained schools as well as community centres.
Seven maintained secondary schools also offer Panjabi and Urdu as a modern foreign language in Key stage 4, three of these schools offer AS/A level Panjabi and one offers AS/A level Urdu. Overall, 250 students are studying Panjabi and Urdu at GCSE and AS/A level. There is a well established tradition of achieving above the national average results in terms of A*- C grades. In Panjabi, AS/A level there is an 80% success rate between grades A-C. In Urdu, the success rate is 100% between A-C.
In total, eight of the council’s 55 language teachers work in both complementary and maintained schools. This means that good practice is shared between the two sectors. The eight teachers are familiar with examination processes in mainstream schools and can therefore help develop the skills of other colleagues. There is however, a need for greater cooperation between the two sectors in Wolverhampton, according to Naresh.
Asset Languages
Children in Wolverhampton are assessed using the Languages Ladder and they take the formal Asset Languages tests to accredit their learning. Children set their own individual targets so as to involve them in their learning and to keep them motivated. Records of student performance are kept in accordance with Asset Languages to help assess when they are ready for examination at Asset or GCSE level.
Teachers use modern techniques when teaching languages and are provided with their own laptops. ICT is widely used, and students know beforehand how they will be assessed. All teachers are CRB checked and trained in safeguarding and child protection and must attend training on a regular basis. Before starting to teach, teachers shadow an already experienced teacher to gain classroom experience.
Top tips for creating a good language learning environment
- Keep a record book for each class and each subject. In Wolverhampton, community language teachers all have a book where they keep records of student details, lesson plans, date, language, objective of the class, structure, evaluation, resources and homework.
- Interaction – allow the children to speak, never tell them to be quiet (except if they misbehave). It is important to actively involve the children in the learning. Start involving them when going through the attendance list by asking them questions.
- Produce attractive materials using nice images or colours, or use computers. Make the learning visible and fun – it must look appealing. Many teachers still teach as they did in their home countries years ago. This does not work for children who have been brought up in England who are used to the British Education System. Even better, learn through activities such as games, role plays, or art and drama.
- Cater to individual needs – to personalise the learning. If a child is achieving well and leaves the complementary language class, the child will come back to learn more. One must never force a child to learn.
- Talk about topics that interest children. If the children love football, then speak about football. If others love animals, speak about animals. Naresh tries to use only the target language in the classroom but sometimes English is needed for beginners. Good practice is to use a very a balanced intervention of the English language.
- Train the teachers in classroom management, lesson planning, how to deliver, assess and evaluate. If the teachers follow the above principles, they will be successful in their teaching. There must be constant questioning 'Are the activities suitable for the children?', 'Can the print be read by the child?', etc.
- Seek active input from the students. If you don’t, the retention rate will go down. Ask what they like, what they don’t like and how they prefer to learn.
