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pivotal moment; this week I introduced italian to my students, the whole…

- - - - Using cooperative rather than competitive goals;Schmidt 1991;
        
        the only way that language learning is affective is if these types of environments are used to teach in
        
        the lesson naturally is inclusive as the information must be chunked, meaning it's accessible to those with lower attention spans Desautes 2015
        
        creating 30-40 minutes of pure accessible goals excitement and positivity clearly boosted the childs emotional health, which correlates with better performance H Harris 2011
        
        further as our identity is formed socially F Escobedo 2018the opportunity for the child to have periods of the day where he feels completely equal to his peers will reinforce his notion of his own self worth
  - - - neoliberalism breeds the idea that inequality is virtuous G Mokbiol as it breeds a sense of 'heightened individualism' foucault 1977
      - what this has meant for education is that students are measured against eachother by performance goals, management, competition and increased measures against one another p10, P Bansel 2007
      - in the format of a spoken MFL lesson there is truly no room to compare your performance against someone elses because the objective is accessible to all (light bown and spada)
        
        Academic aptitude helps with remembering grammatical structures, reading and vocabulary however has no correlation with capacity to learn a language conversationally and orally meaning that MFL is incredibly inclusive if taught with a focus on speech p52 Genesee 1976
        
        it can also promote an affirmative model of disability p35 Glazzard 2005 by focusing on what every child is capable of and their strengths
        
        I think that when this was introduced the students were suddenly all on an equal playing field, he was able to follow the lesson as well as all of his other classmates which is not an experience he has with core subjects
- - - - however it is very important to remember not to place any emphasis on the language itself and more the practice of speaking in a second language, for example if they wish to share their own languages this must always be encouraged
        
        'self awareness is the key to developing a good identity as a teacher: p708 2009 Beauchamp and Thomas
        
        it is important to realise that whilst the students percieving me as bilingual can lend to them being prouder of their identities, the celebration really needs to be put on the parts of them that they don't get from me, for instance celebration of cultural duality (many students come from dual cultural backgrounds but speak English in their households)
        
        Izandina p711 the biggest limitation of these are western biased ideas
        
        as a white person speaking a European language the teaching of solely this isn't helpful at all and should I only teach Italian and celebrate bilingualism as an inherently white achievement I am actually strengthening the biases, that's why in MFL there must be dedicated time once a week to other languages such as Swahili, when it's possible again people must come in form the communities to teach languages and have it just as celebrated
        
        the self to others is made up of the real the imaginary and the symbolic Lacan 2004 p387 therefore the symbolic of the second language allows certain students to connect with me as a second language speaker, and feel celebrated by me and by their peers for having that relation, of course the real is that I'm british and a second language speaker, if the real is ever discovered the child would loose that proximity, which is why it is important to get community teachers etc and give them exposure to seeing genuine bilingual people celebrated
      - Conclusion: whilst the positivity of having a foreign language celebrated in the classroom is deeply beneficial to EAL students, it is important to keep the emphasis on the celebration of languages and other cultures as an abstract practice and not just the celebration of one European language. In my practice I will make sure to find multiple ways of celebrating community languages such as swahili and arabic.
      - progressive holistic education Bell Hooks p195 2015 focuses on the process of self actualization through reflection and practice, I believe a model of MFL such as the community model gives students with dual cultural backgrounds a space to do this by teaching others of their identities and having their identities celebrated
- - - - According to Clark’s study, students who live away from their parents for short or long terms, or who have parents who do not show much interest in them lack in self-confidence. Therefore, the family factor can be effective on the development of self-confidence in young students. Other researchers state that emotional bonds between students and their parents have effects on the development of self-confidence in them and hinder their success
        
        the child in question has recently experiences the separation of his parents and the mentor has told me that his confidence was recently hindered, apparently in September the you couldn't even get this child to smile
        
        I feel that immersive gives the children practical insight into the language learning therefore a child that excels at these lessons will immediately feel a sense of purposefulness
        
        Rubio says that the atmosphere in a classroom that promotes foreign language learnings then promotes self confidence because it must be one where students are unafraid to try without the humiliation of making mistakes
        
        bandura adds to this by saying that self confidence is a group effect, children learn it socially from their peers, therefore if everyone's self confidence is being promoted they will all grow
      - further confidence activities which put emphasis on students improving themselves not outshining others has been shown to improve self esteem and not breed narcisism (because they feel worthy and can therefore face failure p2
        
        p4 realistic praise also fosters self esteem and therefore in this setting the praise is obvious if genuine because the students were aware of their own achievement
        
        raising children with self esteem but not narcisism Brummelman
        
        p3; the three pillars of self esteem are realism, growth and robustness, mfl offers them the chance to develop all 3
    - - this also has been shown in other subjects, but the excitement shown by this child was more than ive seen from him for the others i believe this is because it is challenging yet accessible at the same time