PPLI Spotlight on Schools Galway - Flipbook - Page 2
Merlin College, Galway
Differentiation and Inclusion in the MFL Classroom
Description of the project/activity:
Traditionally, language classes are determined by two types: the class where the target language (TL) is a foreign
language for the learner, and the class where the target language is the heritage language for the learner. Occasionally,
both types of learners are grouped into one class, due to insufficient numbers of students to justify separate classes.
This happens regularly in new curricular languages and can create a significant challenge for teachers as they must
plan for teaching and learning, which is meaningful for both types of learner.
During the school year 2021/2022, Merlin College in Galway became one of the first schools in Ireland to introduce
Polish to students as a curricular subject. Classes for 1st year students were timetabled for 4 hours a week during the
school day, the same as other modern foreign languages, e.g., Spanish, French, or German.
This project describes the dynamics of a class of first year students, who are learning the same language (Polish), but
who have different language backgrounds. Some of the students are heritage Polish speakers, others are ab initio
learners.
The following activity is based on group work and introduces the topic of colours. The group’s task is to create a portrait
of the ‘Autumn Lady’ using natural materials, while simultaneously practicing their language skills. Students find out
what they need to do by reading an email from the ‘Autumn Lady’ and then they complete tasks in small groups
(organised depending on language level). These tasks include songs, board games, pictures of autumnal items and
word scatters to create simple expressions and idioms. Each group writes down the results of their work on different
leaves. These leaves will then be used to make up part of the portrait, for example, leaves from the first group become
her dress, leaves from the second group form her hair and so on.
The whole concept is comparable to the assembly of a jigsaw puzzle. By following the given instructions, each group
designs its own piece of the jigsaw puzzle during a part of the class. Ultimately, by the end of the lesson, they have
created an impressive picture, which is a group effort. Each piece of this puzzle is different, some parts are simple and
others more challenging, but each piece is important in the context of the whole. The nature of the task facilitates
opportunities for learners to work at their own level, starting from a very individual point which may be different from
others (differentiation). At the same time, the task also creates situations which include each student in the class,
regardless of their language level (inclusion).
What are the aims of the project?
• To present the idea of creating one group activity in a class with different language needs.
• To differentiate tasks according to the language level, while at the same time integrating different abilities at specific
stages of the lesson (differentiation for inclusion).
• To foster a sense of belonging/ inclusion among the heritage and ab initio learners.
• To develop communicative competence and intercultural awareness.
• To introduce a common theme while focusing on developing different skills in students depending on their level
and needs, e.g.:
- Beginners – concentrate on remembering and using new vocabulary
- TL speakers with writing difficulties – concentrate on spelling and connecting nouns with adjectives to be
able to describe objects of different genders
- TL speakers with good writing skills – concentrate on idiomatic use of the language of colours
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