MARSEARS approach
Modelling
Core structures/chunks are presented and modelled in context through reading aloud (e.g. Sentence builders & subsequent activities) using 98 % comprehensible input. Pupils are gaining familiarity with the language (phonetically & translation into L1).
“With the majority of L 2 learners for listening and reading input to be conducive to learning, around 98 of the words must be familiar.” (Nation, 2013)
Awareness raising
Sensitizes the learners to the patterns/rules governing the target chunks formation and use. (Recognition of grammar but not explained in depth YET.)
Receptive processing
Practising the core phrases until pupils are absolutely RECEPTIVELY confident BEFORE moving on to them producing them themselves. (Longer texts but still 98% comprehensible input.) Extensive processing – (exposure to the language): the more exposure a learner has to the chunks, the more likely they are to retain the language.
Intensive Recycling in the lesson (Major memory loss within the first 20 minutes from first processing the word. Hence the importance of recycling the same items over and over again. Flooded input, Controlled input and Thorough processing are essential in order to maximize recycling.
Structured production
Intensive scaffolded and highly controlled production practice (PUSHED OUTPUT). Introduction of more ‘thinking’ and cognitive load – making students think back to what they have learnt & start to use it, but with support of SB/KO. Start to include L1 to L2 translations. (Pop-up Grammar can also be included at this stage.)
Receptive processing
Practising the core phrases until pupils are absolutely RECEPTIVELY confident BEFORE moving on to them producing them themselves. (Longer texts but still 98% comprehensible input.) Extensive processing – (exposure to the language): the more exposure a learner has to the chunks, the more likely they are to retain the language.
Intensive Recycling in the lesson (Major memory loss within the first 20 minutes from first processing the word. Hence the importance of recycling the same items over and over again. Flooded input, Controlled input and Thorough processing are essential in order to maximize recycling.
Expansion
Structure is learnt in greater depth and practised with old and new vocabulary. Explicit work on grammar and generative processing - students expand to language patterns. Less use of KO/SBs & support to encourage them to really think.
Interleaving is powerful because we learn best through ASSOCIATIVE learning, by hooking the new to the old. The core structures are practised with old and new vocabulary and structures overtime through systematic recycling (scaffolding might still be necessary). After much (semi-) implicit practice the students (through deductive teaching or inductive learning) learn the rule(s) governing the target item(s) in greater depth. If applicable, more aspects of the rules governing the target items are modelled and practised (e.g., from one or two persons of the present tense, to all six persons).
Autonomy
Extensive oral and written practice in which the scaffolding is gradually faded out and spoken or written output is produced by pupils with little support. Language is practised productively without scaffolding but still in familiar contexts and focus is on fast retrieval (automaticity) The aim is to develop most students’ autonomy in the use of the target structure by the end of this phase.
This phase continues throughout the academic year or even the following year(s) through systematic recycling across topics and Interleaving. Students perform structured and semi-structured tasks which may elicit the use of the target structure (surveys, interviews, role-plays, picture tasks, unstructured essays).
Routinisation
Where the focus is on fluency development. “A grammar structure can be said to have been acquired only when it has been automatized across all 4 skills and it is applied successfully across a wide range of contexts.” (Smith & Conti, 2016)
Sponaneity
Spontaneous production of written / spoken language in response to questions or a task. Practise in unfamiliar contexts (and combining previously learned language). Practice in unplanned response through a stimulus that elicits the use of the target structure(s) is provided at spaced intervals over the year.
"Task based language teaching is a students-centred approach to second language instruction. Activities focus on having students use authentic target language in order to complete meaningful tasks, i.e., situations they might encounter in the real world and other project based assignments.” (Ludwig, 2015)
FLUENCY: Extensive practice frequency and regularity being key. Use across a wide range of contexts. Practice occurs with language you know. Task repetition. Working to a time constraint in an effort to increase speed while understanding/producing an increasingly large quantity of input/output. Planning/preparing for tasks.
AUTOMATICITY is the ultimate goal of language teaching. Strong long-term retention is important but being able to retrieve what we have learnt fast and effortlessly is key in language learning.*
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Sequencing the curriculum to generate deep and durable learning in French
Where possible we replicate the order by which children naturally acquire their first language. we therefore start in Year 7 by learning key phonics. The learning of these sounds is reinforced in every unit of work, when we introduce new Sentence builders/KOs.
In Year 7 pupils learn the key grammatical ideas on which all languages are built. Students start by introducing themselves in the present tense, give opinions and talk about their possessions. This allows students to learn how adjectives behave, and the importance of the genders of nouns. Students also learn about the infinitives and how verbs are conjugated, including common irregular verbs such as 'to be' and 'to have'. This knowledge is essential in order to be able to access the Year 8 and 9 curricula, where students learn to describe events in the past and future as well as complex structures.
When appropriate we also 'seed-plant' chunks of language. Our chosen communication functions all rely on particular chunks of language. Seed planting exposes students to common chunks of language before students are expected to understand the Grammar behind the phrase. For example, students learn the important phrase 'I would like' from the first term, even though the conditional is not taught explicitly until Year 9. We believe it motivates students to give them this early taste of fluency.
Our students want to succeed, and, through hard work and achievement, they want to learn more. Modelling is a key aspect of teaching in MFL to support oracy and fluency. Teachers explicitly teach students how to learn, self-quiz and revise so that they can be successful in regular knowledge retrieval and vocabulary tests. This helps to ensure long-term retention of core vocabulary and skills from KS3 through to KS4 and beyond. Opportunities at KS3 and 4 provide students with real world contexts to apply their knowledge, this includes visits from foreign students and speakers as well as drawing on the wealth of material available online to support cultural and social awareness. Key concepts are revisited over key stages as well as between lessons to ensure retrieval and recall and the development of long-term memory
