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- January 18th, 2011
My French Coach
- Brian Clark
- Comments: 6 Comments »Tags: cfe, DS, engagement, game based learning, GBL, Learning, My French Coach, Nintendo
My French Coach [1 of 3]
Hélène Clark | Firrhill High School, Edinburgh
When first playing my French Coach, the user takes a test which sets their initial comprehension of the French language. The player is then placed into a level reflective of their score. A player who scores highly will be able to skip many of the initial levels and more basic concepts.
When starting a lesson, the player is shown ten new words, which include nouns, verbs, adjectives, or adverbs, as well as their meanings and pronunciation.
The software also includes a dictionary and phrase book, complete with audio pronunciations and the facility to record your own pronunciation for comparison purposes.
Hélène Clark, Modern Languages teacher at Firrhill High School in Edinburgh, has used My French Coach with her S1 – S3 classes between September and December 2010. This is the first of 3 blog posts which will document some of her work with pupils using the software.
With S1 pupils (12-13 years old)
The Game
In S1, pupils have a limited knowledge of French and my classes have enjoyed playing the game and progressing through levels for 15-20 minutes use about twice a week.
Pupils have been keeping a record of their progress at the back of their jotters, reflecting on their learning and noting new words they have learned. This coupled with the individuals user profile on the software allows the pupils to see how they are progressing with the language in a contemporary, familiar way that many of them are used to seeing with their social network profiles and console game profiles. In order to unlock different areas and types of game, pupils must master words. This has proven to be a highly motivating factor.
Using the Dictionary
While the game itself is a useful and motivating tool, Helene used other parts of the software as learning tool. Below is a summary of one of the tasks.
TASK – Creating sentences using prepositions.
The Set-Up
Pupils were asked to work in groups in order to create sentences using prepositions which they had learnt in class: sur, sous, dans, devant, derrière
Previously, pupils were taught how to create sentences using words they had been taught in class eg: Le chat est sur la table.
Each group was then given a photo/drawing (similar to the one below) that had unfamiliar animals, objects and rooms in them.
In groups, pupils used the My French Coach dictionary to inspire them in completing the task,
- practice pronunciation of new words (repeating and recording using the dictionary and compare tool)
- dictionary skill
- creating sentences using prepositions (Le chat est sur la table)
How the software was used
Pupils were already familiar with the dictionary tool available in the software. They were asked to examine the pictures given to them and construct descriptive sentences, using DS dictionary to find and learn unfamiliar words, including learning the pronunciation of their new words. (using the “compare” tool)
NOTE – One drawback of using the dictionary on the “My French Coach” software is that it does not give the gender of nouns and doesn’t specify if the French word given is a noun, adverb or verb. Therefore, a broader understanding of the language is necessary and S1 pupils needed to use a “paper dictionary” in order to find the gender: masculine (le) / feminine (la)
The Outcome
- Once the task was completed, pupils presented their sentences to the rest of the class. Pupils felt confident speaking French thanks to the “compare” tool.
- Other pupils enjoyed “guessing” the meaning of their partners’ work by pointing at the photo/drawing, displayed on a screen using a data projector.
- Pupils then assessed each group, in terms of effort, complexity of the sentences and number of sentences produced.
When asked about the task, pupils felt assertive about expressing their opinions:
Pupil A: “the software is very useful but it should be changed so that we can see the gender”
Pupil B: “Looking up words on the DS is fast and easier than a paper dictionary”
Pupil C: “Some words aren’t on the DS dictionary”
Pupil D: “The DS tells you how to pronounce words and makes me happier to talk French”
Hélène’s Comments
I started using the Nintendo DS consoles in August 2010, at the beginning of the new school year. I didn’t know my S1 students. The first thing I noticed is that using the Nintendo DS has helped me establish a strong, positive relationship with my new classes very quickly. The mention of the project created motivation, excitement and engagement with technology relevant to pupils.
The initial test and progressing through levels lead naturally to peer evaluation, informal discussions, bonding of class members, meaningful reward in the context of the game and meeting each student’s needs – for example:
A lower attaining ADHD pupil, who can be quite restless, started at level 1 after his initial test. He felt frustrated, knew very little French but was engaged and motivated to learn with the DS. Progressing through levels was very meaningful to him. As a result, he has made incredible progress. He may spend 20 minutes to produce 3 French sentences but he thinks thoroughly about the structure of the language and always tries to achieve his full potential. He also learns his vocabulary after each lesson as he has understood the importance of building on his own knowledge. In class, he is always positive, calm and hardworking despite his condition.
A very able, slightly over confident pupil started at level 12 after his initial test. He started by showing off to the rest of the class which didn’t make him very popular in class discussions. However, he soon realised that it was very difficult for him to progress through the levels as the game gets more challenging. He also realised that he was often rushing his work and was missing on important information or making various mistakes from grammar, spelling or structure. His attitude has now changed as he is being more conscientious on his DS or class work. He also often offers to support other pupils, using his own ability and mistakes to helping others in the class. His relationship with the rest of the class is also more positive.
I believe using the game as one tool in my classroom, has helped create an engaging climate for learning for all pupils. I have observed my pupils demonstrating the 4 capacities of Curriculum for Excellence: successful learner, confident individual, responsible citizen and effective contributor.
You can contact Hélène at Helene.Clark@firrhill.edin.sch.uk
Read Part 2 here
Categories Consolarium, Edinburgh, game based learning
This looks an excellent way of creating an interest in knotty issues about grammar by using enthusiasm for technology to sell it.
This looks like an exciting project which proved to be very successful. It is really difficult to keep all pupils motivated (especially if they are struggling) and this looks like a great resource in ensuring this is achievable. Great work!
Teaching grammar often presents challenges in terms of keeping pupils motivated and engaged in their learning. This project looks like an excellent way of using current technology to engage pupils in a meaningful way. Hélène’s pupils have clearly enjoyed the experience!
What a great idea! I was wondering if you felt this same approach to french could be adopted to the primary school setting?
Hello Stewart,
I believe “My French Coach” would be an asset in Primary Schools to help motivate pupils, assist them with pronunciation and the learning of new words or grammar. I think it would be a good idea to use it in conjunction with their French lessons in order to reinforce their knowledge of French or other languages!
I hope this answers your question, but don’t hesitate to contact me if you’d like to know more.
Thanks Helene ..your young people were cetainly engaged and motivated . Your examples of learners with different needs are very helpful in demonstrating achievement and learning gains.
Great idea re transition learning opportunities
Look forward to more success
Alison