Technology for Primary Language Learning

Primary language learners have specific needs as they take their first steps towards communicating in another language and learning about another culture. Can technology really benefit primary foreign language learning? We consider some of the needs of primary aged children when learning a foreign language and evaluate some of the technology available to meet these needs.

Flashcards

Flashcards help to break learning down into manageable, bitesize chunks. They allow for frequent, rapid self-testing of concepts until these become embedded in long-term memory. Making flashcards allows learners to take ownership of their own learning, making the cards they need and practising as they require. For this reason, flashcards are one of the most effective ways of learning most things, including languages.

Most language teachers will agree that vocabulary is best learned in sentences and not as words in isolation. Learning vocabulary in sentences facilitates immediate communication, gives context to words and helps learners reproduce the rhythm, accent and tones of a language. This should be considered when children make flashcards and learn vocabulary, although younger learners might still learn words in isolation.

For some time, I searched for the ideal way for primary-aged children to make flashcards. I wanted something that was easy to add new cards to, had the capacity to add voice narration to, and was easy and fun for children to use. I considered Google Slides, which has a simplistic interface, but is not quick to add different media to. Canva have a flashcard tool that is much more intuitive to use, and children usually love the experience of using Canva, so this was a possibility.

But then, I remembered what is probably my favourite iPad app, Book Creator!

On the surface, Book Creator seems more aimed at younger children, perhaps in Key Stage 1 to lower Key Stage 2. But its simplicity and ease of use should not preclude it from being used with children into Upper Key Stage 2.

Book Creator is perfect for making digital flashcards for several reasons. Firstly, as well as text and images (the huge range of emojis can be used as illustrations!), audio recordings can be added, meaning that children can make audio flashcards, benefitting their speaking and listening, as well as recall. Secondly, Book Creator is quick and easy to use. This is crucial, since a lot of vocabulary and expressions will need to be created. Thirdly, Book Creator pages can be turned quickly, meaning that practice can be seamless.

Using Book Creator, children can take ownership of their own learning, making one or several books to practise the language they need.

If there is a downside to Book Creator, it is that it is not free. The app currently costs £3.99, or the web-based version is paid for via a subscription. However, for such a versatile and fun-to-use app, I would have no hesitations in recommending Book Creator as an investment.

Book Creator is perfect for making flashcards in primary MFL lessons. Children can add text, voice recordings and emojis as quick illustrations.

Children can independently create and use flashcards using Book Creator.

Recall/Assessment

Digital tools like Blooket, Wayground (Quizizz) and Kahoot are fun and effective ways for teachers to test children's recall of a language, their ability to construct sentences and their ability conjugate verbs. Google Forms can also be set up with different types of questions to test children's reading comprehension, listening and verb agreements.

Each of these platforms has their own advantages and offer paid and unpaid versions. Wayground (Quizizz) offers detailed and useful assessment data, whereas Kahoot and Blooket are more gamified and will be popular with children (Wayground also offers some games modes). Google Forms might be the quickest and easiest to integrate with a school's existing virtual learning environment (VLE).

Listening

Digital platforms such as Google Classroom are ideal for sharing audio clips for children to practise their listening. Teachers can even upload audio files or videos into Google Slides, share these with children as assignments and ask children to listen and type their responses within the slides.

Listening activities can also be incorporated into quiz platforms such as Wayground (Quizizz), Kahoot and Blooket, mentioned above. Teachers can set children comprehension questions based on audio clips that they have chosen or recorded themselves.

Speaking

To assess speaking, children can work individually or in pairs and create short audio recordings or films using the target language. This could be as simple as using the iPad Voice Recorder app to record use of the language, perhaps in the context of producing a podcast. Short films could be made in iMovie and again, context could be added by adding images to the movie and giving children a purpose, such as advertising a location. Alternatively, children could share their voice recordings of phrases and dialogues with a teacher for assessment.

Children can practise their speaking by adding their voice to flashcards. They can also make audio flashcards, where they record themselves speaking in English and subsequently in the target language. This can be used for self-study. Children making flashcards will want to take care to make sure the speaking on their flashcards is accurate!

For a long time, I would have recommended the excellent app, Toontastic, as a way for children to use speaking to create short, animated movies. Unfortunately, Toontastic has been withdrawn form the iTunes store. Puppet Pals is a possible alternative, although schools would likely need to purchase the paid version.

Finally, children could use technology to speak to children in other schools through either writing, or by speaking online using Zoom, Google Meet or an alternative. This kind of exchange would require significant planning by teachers, but could prove a powerful motivator for children to listen and speak accurately and precisely.

Cultural exposure

Through learning languages, children can see the world from different perspectives and appreciate the diversity, traditions and cultures of other countries. Primary language learning can combine exploration of cultures with use of another language, giving children the gift of curiosity and appreciation of other cultures, and putting language learning in context.

Google Earth is an amazing and versatile tool that children can use to explore countries that they are learning about. Children can make Tours using the target language to talk about some of the places that use that language.

Children can use Tapestry Virtual Tours by Cyark to view tours of cultural locations in the target language, given by natives of other countries. Some of the tours are narrated by people on the screen, giving added appreciation of speakers from other countries. This could be a good precursor to children creating their own tours.

Tapestry Virtual Tours by Cyark exposes children to both the language and culture of other countries. Many of the tours are narrated by native speakers.

Concluding thoughts

As with all use of technology, a valid question to ask is whether use of technology for language learning is needed and beneficial. The whole purpose of language learning is communication, and any use of technology should not detract from children communicating with each other and the teacher. Substitution is also a possible issue - could children not make flashcards using pieces of card and does technology augment or transform this as an activity?

I believe the possibility of combining different media together makes a strong case for using technology to create flashcards. In addition to this, the possibility of transformative activities such as video calling children in other countries, or making films in another language justify the use of technology in some language lessons.

As with all primary learning, teachers should offer children a balance of different media, ensuring that children develop all required skills, including reading skills, fine-motor skills, speaking, listening and social skills. Where selected carefully and purposefully, use of technology in language lessons has exciting potential!