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Springboard to Languages: Tim Morley at TEDxGranta

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    Good morning. My name's Tim Morley,
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    and I'd like to tell you
    about this innovative,
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    somewhat different way of introducing
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    primary school kids to
    learning foreign languages.
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    Now, a lot of primary schools in the UK
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    now have foreign languages
    on the curriculum, which is fantastic
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    but there's a skills gap:
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    we have on the one hand
    lots of primary school teachers,
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    fantastically effective,
    motivated, trained, super,
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    but most of whom don't even
    speak a foreign language
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    let alone have any training
    in how to teach one.
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    On the other hand, we have lots of
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    secondary school
    modern foreign language teachers,
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    who do a super job with a GCSE class,
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    but put them in front of
    a group of seven-year-olds
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    and they're somewhat
    out of the their comfort zone,
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    and we can forgive them
    for not wanting to get involved.
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    So there's this skills gap, and
    this project "Springboard to Languages"
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    that I've been involved in
    for the last few years
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    aims to do that by teaching
    Esperanto to primary school kids.
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    Now, the title of the talk gives you
    a flavour of the, shall we say,
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    healthy skepticism
    on behalf of some of the parents.
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    "You're teaching what to my child?"
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    "What on earth...?"
    "Is that Spanish?" "Why?"
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    All perfectly justifiable questions
    which I will attempt to answer.
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    So, first thing: it's not a course
    in how to speak Esperanto.
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    The aim of this is not to
    send children out into the world
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    as fluent Esperanto speakers to use
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    in their everyday lives
    and in business, and so on.
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    That's not the point.
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    Most of the children, the vast majority,
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    will probably never meet another
    Esperanto speaker in their lives.
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    That's fine, that's not the point.
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    So what is it about?
    It's about all of this.
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    Key thing: language awareness.
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    Esperanto is a very much simpler language
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    than any other that I've ever come across
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    and I've learnt a few
    and I've taught a few.
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    It was designed specifically to be
    simple and quick and easy to learn
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    and it is an order of magnitude
    quicker and easier to learn
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    than any other language I've seen.
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    And so the kids quickly get past the stage
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    where they just have to remember stuff,
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    and can get onto actually using
    the language creatively, which is great.
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    It helps to develop all the
    mental gymnastics that's involved
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    in having two languages in your head
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    and switching between the two
    and finding equivalences between them.
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    All of those skills get developed
    with the nice simple language,
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    and then all those skills
    can be carried on
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    to study other languages afterwards.
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    It's a successful, inclusive experience.
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    "Inclusive" in the sense that,
    in any given class,
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    a much higher percentage of that class
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    will be capable of getting
    their heads round Esperanto
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    and doing useful things with it than is
    often the case with other languages.
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    And, I dare say, a successful
    inclusive experience.
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    Reactions from the kids, and
    feedback from teachers, headteachers,
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    and from parents,
    once they know what's going on,
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    and I should say,
    academic assessment as well,
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    suggest that this is good. It works.
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    Let's have a quick look
    at Bloom's taxonomy,
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    which underpins a lot of
    curriculum planning.
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    We start at the bottom
    and work towards the top.
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    There's a danger with primary school
    language teaching
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    of getting stuck at the bottom.
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    It involves lots of remembering,
    lots of memorising
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    of conjugations,
    of masculine and feminine nouns,
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    of spelling, of pronunciation —
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    there's lots of memorisation
    that needs to be done
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    before you can get on to
    the higher order skills.
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    In many language classrooms
    in primary schools,
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    where we're trying to teach
    French or Spanish or Mandarin
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    we kind of get stuck at the bottom,
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    and we never get on to the creative stuff,
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    and there's a danger that children
    will lose interest before then.
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    Esperanto minimises the memorisation
    that's necessary
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    and we quickly get up to the higher order,
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    more interesting and exciting skills.
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    English literacy — learning Esperanto
    helps kids with their English literacy.
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    I've seen 5-year-olds who were struggling
    to read and write in English,
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    but who discovered that
    they were capable of reading
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    by reading Esperanto.
    It was so much easier,
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    and that gave them the confidence boost
    that they needed
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    to get on with the English.
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    I've seen 9-year-old kids,
    when faced with the task
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    "Circle the adjective in this sentence,"
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    the first thing they do is to translate
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    the sentence into Esperanto in their head,
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    because adjectives are much easier
    to spot in Esperanto.
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    So it's helping with their
    first language literacy too.
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    And even numeracy,
    the way numbers are verbalised
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    in Esperanto helps to clarify
    how the number is put together.
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    And when you're 5 and you're learning
    about adding up
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    and tens and units, it's really helpful.
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    I've got a few examples of that
    in a moment.
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    So Esperanto brings all of this
    to the classroom.
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    Almost as a side-effect, it can also bring
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    contact with foreign cultures
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    — obviously a major motivator for
    learning foreign languages —
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    and I've been in classrooms and
    taken part in videoconferences
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    between British classrooms
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    and classrooms in Slovenia,
    in Hungary, in Germany.
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    There are a number of Comenius projects —
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    Comenius is the name of the grants given
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    by the European Commission
    to primary schools
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    to establish links with
    other schools across Europe —
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    there have been a number of
    Comenius projects
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    where Esperanto is used
    as an inter-language
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    between the children, and the adults too.
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    So Esperanto brings all of this
    to the classroom.
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    Now, an analogy.
    How not to get there.
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    This guy is a bassoon player.
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    He gets an enormous amount of pleasure
    from playing his bassoon,
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    maybe even earns a living from it.
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    I would suggest that if
    you wanted your child
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    to become a professional bassoon player,
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    the best way to get there is not
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    to give a bassoon to a 7-year-old.
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    "There you go, Johnny, play us a tune!"
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    It's not going to work.
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    It's a big, cumbersome instrument
    even with adult hands.
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    With children's hands,
    it's really really hard to play.
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    There's lots to memorise,
    there are lots of fingerings to remember,
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    the reed is really hard to get
    even a squeak out of,
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    never mind a proper note
    that you'd want to listen to.
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    And so, if you were to do that,
    6 or 12 months down the line,
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    the result would be, "I don't like this,"
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    "I can't do it." "I'm no good at music."
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    "I don't want to do music."
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    So of course, that's not what we do.
    We start simple.
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    Quick show of hands: who learnt
    the recorder in primary school?
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    I certainly did.
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    Yes, that's just about everybody.
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    Who still plays the recorder,
    for pleasure or in a band?
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    Oh, one or two, super.
    More than I expected!
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    A few people carry it on,
    but the vast majority of us don't.
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    So is this some massive failure
    of primary school policy?
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    Why did we all learn the recorder?
    That's not a useful life skill.
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    Of course, that's not the point.
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    By learning the recorder,
    we learn about music.
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    We learn major keys and minor keys.
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    We start to read music.
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    You learn about rhythm
    and time signatures,
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    keeping time with others, and harmonies.
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    All of that musical knowledge goes in
    through the simple instrument
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    and then it can be applied to the bassoon
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    or the pipe organ or
    whatever you want to play.
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    So, by analogy, French in the classroom
    is a bassoon.
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    Spanish in the classroom is a bassoon.
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    Chinese is an extra large bassoon
    with added tones!
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    (Laughter)
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    Esperanto is a recorder.
    That's what it's all about.
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    Now, just before I go on,
    I just want to say:
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    I can't be doing with presentations
    where they put up a wall of text
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    and then stand here and read it to you.
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    That's not a presentation,
    that's a report being read out loud
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    and it quickly gets dull.
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    Having said that,
    I am about to put up a wall of text,
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    and I am about to read it to you.
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    Bear with me, there's only one of these.
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    It's a quick snippet from a report
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    by the University of Manchester's
    School of Education
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    who've been evaluating the
    Springboard to Languages project
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    and in this part
    they're writing about School A,
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    where kids at the time had about
    18 months of Esperanto,
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    and School B where they'd had
    French for two years,
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    and they'd just started the Esperanto.
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    They did a French test, and this happened.
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    "Does Springboard help
    to learn other languages?"
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    "Pupils were invited to decode
    the French sentence:
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    (French) "Elephant's ears are very large
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    and the nose is very long."
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    And they observed: "The only children
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    to successfully translate
    the whole sentence
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    were, interestingly, from school A -
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    the kids learning Esperanto,
    who've never had a French lesson
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    in their lives -
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    "These two children used
    interesting metalinguistic
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    decoding strategies -
    cognates, punctuation, context.
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    In other words, the language skills that
    they'd picked up through Esperanto.
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    "School B children, who had been
    learning French since Year 1,
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    performed only marginally better
    than School A children
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    in a test of French."
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    So the skills that the kids
    had got from Esperanto
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    helped them to almost catch up
    in a French test
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    with kids who had been learning French.
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    So, what's so special about Esperanto?
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    Why is it so good at this?
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    I'll give you a few quick examples.
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    Here, at the top, we've got the numbers:
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    (Esperanto): one, two three, four, five,
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    six, seven, eight, nine, ten.
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    That much, you have to memorise, OK.
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    But once you've memorised that,
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    you've got everything you need
    to get all the way to 99.
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    There's nothing else to learn;
    afterwards we just apply it.
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    11, 12, 13 is just
    "dek unu", "dek du", "dek tri"
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    literally "ten one",
    "ten two", "ten three"
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    until you get to "dudek",
    literally "two tens".
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    And then it's "dudek unu",
    "dudek du" and so on
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    all the way up to 99.
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    So, for children who are learning
    about hundreds, tens and units,
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    actually they translate
    the number into Esperanto,
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    I've seen this happen in the classroom,
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    "so... 27... dudek sep...
    so 'dudek' is 'two tens'
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    so that's a '2' in the 'tens' column
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    and a '7' in the 'units' column..."
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    So by translating the number
    into Esperanto
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    it clarifies what's going on,
    what that '2' in '27' actually means.
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    It's "dudek", it's two tens.
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    At the bottom there, "sesdek tri"
    ... anybody?
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    "73!" Uh, it's 63, but
    thank you for the effort!
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    And again, this illustrates
    the minimisation
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    of things to memorise —
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    when you learn "patro", "father",
    you can derive "patrino"
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    — "-ino" means
    "female or feminine equivalent" —
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    so "patrino" is the word for "mother".
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    There's no separate word to learn.
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    "Instruisto" is a teacher,
    and if the teacher
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    happens to be female
    and you want to refer to that,
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    you can call her an "instruistino".
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    You use the same "-ino"
    to mark anything as female.
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    "Hundo", any German speakers
    will recognise as "a dog";
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    "hundido" is "a puppy".
    "-ido" is the young, the offspring.
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    So from "kato"
    we can derive "katido", "a kitten",
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    and "kuniklo",
    any Latin or Italian speakers will know
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    is "a rabbit",
    and "kuniklido" is a baby rabbit.
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    Now, I've been speaking French
    for 25 years,
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    I've lived in France, and my family
    is bilingual English/French,
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    and I can't immediately recall
    the French word
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    for "a baby rabbit".
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    I know the word for a rabbit,
    but not for a baby one.
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    I can't remember the word,
    but in Esperanto, it's just obvious.
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    I can't not know that word!
    It's just obvious, it's there.
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    Now, "kontenta" means "happy",
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    and "malkontenta" —
    "mal-" gives you the opposite,
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    so it's "unhappy".
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    Same with "granda" for "big",
    and "malgranda"
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    is the normal Esperanto word for "small".
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    There's no separate word to learn.
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    There's always a "buy-one-get-one-free"
    on adjectives in Esperanto. (Laughter)
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    We've literally halved the number
    of words to memorise
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    with the single prefix "mal-".
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    So, this is just one little corner
    of the language,
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    but these principles extend
    throughout the whole thing.
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    I've found that learning French
    and other languages
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    is an additive process —
    I find a new word,
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    I learn how to pronounce it,
    how to spell it,
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    what it means, and I've added
    one word to my arsenal.
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    Learning Esperanto is multiplicative.
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    Every time I add a new word,
    it recombines and multiplies
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    with everything I've got already,
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    so I don't just get one word,
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    I get a whole new frontier
    of expressive capacity.
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    And this applies just as much
    in the classroom with children,
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    and so we quickly get to the stage
    where they can
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    creatively use the language,
    rather than just
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    repeating vocabulary
    and memorised sentences.
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    Far more interesting stuff.
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    Here's a case in point: I got heckled
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    by an 8-year-old,
    in grammatically perfect Esperanto,
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    about 3 months into a course.
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    We were doing an activity
    where I give an instruction,
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    the children follow the instruction,
    and tell me what they're doing.
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    So I give an imperative verb,
    and they use a present tense verb.
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    So I say "Staru!" and they all stand up
    and say, "Mi staras!"
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    I say "Sidu!" and they sit down
    and say, "Mi sidas!"
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    I say "Saltu!" and
    they go "Mi saltas! Mi saltas!"
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    So I said, "OK, silentu!"
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    And the whole class said, "Mi silentas!"
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    apart from little Johnny who shouted out,
    "Mi ne silentas!"
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    But now I've got a dilemma:
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    do I tell him off,
    or do I give him a gold star?
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    Because he has just made
    the whole class laugh
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    with a grammatically perfect utterance
    in the target language.
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    From a language teacher's point of view,
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    that's a dream come true.
    That's what we're aiming at!
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    So I put on my best "mock annoyed" face
    and said: "Vi! Silentu!"
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    and he said, "OK, mi silentas!"
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    But that has never happened
    in any of my French lessons.
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    Now that's not because I don't
    enjoy teaching French — I do.
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    And it's not because the kids don't
    enjoy learning it — I believe they do.
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    It's just that there's so much
    that needs memorising
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    and practising before that can
    even become possible in French
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    — or Spanish, or German,
    or other languages —
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    that it doesn't happen
    until years down the line,
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    and by that stage, unfortunately,
    lots of kids have lost interest
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    and have got the impression that
    they're no good at languages
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    because they can't say anything.
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    It's not their fault,
    and it's not the teacher's fault,
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    it's just really really hard
    to get to the stage
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    where you can creatively
    use a new language.
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    Esperanto shortcuts
    an enormous amount of that
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    and allows kids to get there
    and get the experience
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    of having another language
    and being able to do
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    useful, fun things with it.
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    And that's why we do it.
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    So: Esperanto? In curriculum time?
    In state schools?
  • 15:16 - 15:19
    Yeah, really! It's happening as we speak,
  • 15:19 - 15:22
    with lessons delivered by
    Esperanto specialists like me,
  • 15:22 - 15:27
    but also, critically, by class teachers
    with no prior knowledge of Esperanto,
  • 15:27 - 15:30
    who can also pick up the language
    remarkably quickly
  • 15:30 - 15:35
    and go ahead and teach it,
    so it eliminates
  • 15:35 - 15:36
    the staffing issue at a stroke.
  • 15:36 - 15:39
    I was slightly embarrassed
    the first time I discovered this,
  • 15:39 - 15:42
    but a class who'd been studying for a year
    with their class teacher
  • 15:42 - 15:45
    whom I had taught
    a minimum of Esperanto to,
  • 15:45 - 15:48
    the kids actually spoke
    far better Esperanto
  • 15:48 - 15:50
    than the ones that
    I'd been teaching for a year.
  • 15:50 - 15:52
    So what's going on here?
  • 15:52 - 15:57
    Actually, it's obvious: I only go
    into the school for 45 minutes a week.
  • 15:57 - 16:00
    I do as much as I can in that time,
    but that's it.
  • 16:00 - 16:02
    The class teacher is with them
    all the time,
  • 16:02 - 16:04
    so bits of Esperanto get drip-fed
    into everything they do.
  • 16:04 - 16:07
    It's in the maths classroom,
    it's in the English classroom,
  • 16:07 - 16:09
    it's in the register,
    it's all the time.
  • 16:09 - 16:13
    And so those kids got
    a huge amount more out of it
  • 16:13 - 16:18
    once the class teacher had taken over
  • 16:18 - 16:21
    than their predecessors had done from me.
  • 16:21 - 16:25
    So that's what we do.
    It works phenomenally well,
  • 16:25 - 16:29
    and I'm pleased and proud
    to be part of it. Thank you.
  • 16:29 - 16:31
    (Applause)
Title:
Springboard to Languages: Tim Morley at TEDxGranta
Description:

Previously a computer programmer, Tim Morley is now a teacher of English and French. He is pioneering an innovative programme for introducing young children to foreign language awareness using the constructed language of Esperanto.
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Video Language:
English
Team:
closed TED
Project:
TEDxTalks
Duration:
16:37

  • Ivana Korom

    Hi. Please edit the title of the talk according to the rules. Thanks! http://translations.ted.org/wiki/How_to_Tackle_a_Transcript#Title_and_description_standard

English subtitles

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