Teach Modern Foreign Language to SEN students

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the discussion with the SENCO, difficulties that X can find are:

- difficulties in acquiring basic literacy and numeracy skills as he has attainments well below in

most subjects of the curriculum.

- low self-esteem with a short attention span and a lack of logical reasoning.

- he is quite reluctant to do written works.

- he has some off-task behavior ( out of seat, distracting others)

In particular, he may need support for understanding instructions and visual/auditory memory,

where he can find difficult to remember what has been taught. And the most important is that he

is unable to transfer and apply skills to different situations.

1. Planning the lesson

Once I identify the need of X , I have to anticipate what barriers may pose for X in activities or

lesson to make languages lessons more inclusive for him. So, when I will plan my lessons, I need

to consider different ways of reducing those barriers so that all children can fully take part of the

lesson.

The first lesson with them, is about school facilities in Spanish. First, I have been advised by the

SENCO that I have to adjust the lesson. I cannot use for example the same PowerPoint I used

with the Top Set Spanish for X. Besides, I have to spend more time for each chunks of the lesson

and also to be sure that they understand to move on to the next activity.

Also, the SENCO told me that it is better to not use many readings or writings with him. He

explained me that X will find it very difficult and maybe he will have a negative attitudes towards

this skill. So, I think it will be better if I used this skills really when the class will feel confident

about the lesson first.

My success criteria for these lessons are first for children to enjoy the lessons, and for them to

remember and use the vocabulary learned in the lesson.

In my first lesson, I establish the same routines which my mentor used to make them the

atmosphere easier. And I tell them what I expect like that they have to speak in the target

language. Besides, to use time more effectively, I decide to structure the lesson so that learning

comes in manageable chunks:

For the presentation stage, I decide that I will pick seven key words to introduce them first

orally.

As Pachler et al (2009, p.219) suggest that it is important to maintain a number of new

vocabulary in each lesson, as “This can help them gain a sense of security and achievement as

well as break down possible affective barriers towards the target language”. In the slide (

appendix A), X can find the picture of the facility and the name of the facility in Spanish

(accompanied with the translation). The aim for them is to listen attentively and then to repeat

the word by observing the written word. This activity is suitable for visual or auditory learners.

To present those different facilities, I repeat the word in different ways and I question the pupil

(and also X) to check if he has grasped the word. Each time, they (and X) understand my

instruction, I use lots of praise and instant rewards to catch them trying hard to promote an

atmosphere of encouragement

Then, in order to practice what they learnt, I use « question and answer » to get him repeat the

word without changing the context in which it was presented (appendix B).

Once I am confident that the class understand the key vocabulary, I decide to move on the

production stage with a kinaesthetic activity. As the SENCO advice me that SEN children are

more kinesthetic learners, they have to match pictures with names of facilities. In pairs and in

turn, one of them has to take the names of facilities and match with the picture. The winner is the

first who has finished (appendix C) to match up.

My aim is to keep pupils busy to see the relevance of what they are doing. Also, I decide to avoid

shouting or issuing orders which will bring out the worst of them. Therefore, I teach calmly but I

never change my mind about sanctions. I use rewards for the one who are on task and to give

encouragements (for example, “muy bien” ).

My second lesson was about sports and more precisely about the difference between JUGAR and

PRACTICAR. The class have already seen the key vocabulary with their other Spanish

teacher the previous week. Thus, to make sure they have well understand and they do not forget

the last lesson, I have to review with them the key vocabulary and then to move on to the

pronunciation game. This is followed by the listening activity which consist on writing what

they hear. It is the same expressions that they see in the previous lesson and also in the starter.

And then, if time permits, I will do a speaking activity with them to reinforce the use of the key

vocabulary.

1. Ethical considerations

According to the Ethical