The FOSIL inquiry carried out in French has led us to reach the following conclusions, and we would love to hear from anyone who can shed any more light on where we go next.
MFL is inherently different from other subjects and an inquiry is more complicated. We need to take the language barrier into account, particularly with younger pupils and the selection of resources must be carefully monitored/selected. I don’t think the length of the project was justified by the amount of learning that came out of it. Although this is difficult to measure, from a teaching perspective we didn’t feel much FRENCH was covered, discovered, used and practised.
To return to the question I raised at the beginning of this article: How much are we as MFL teachers willing to sacrifice language acquisition and practice to allow for a proper investigation into culture? I am still unconvinced about the value of FOSIL inquiry in the development of knowledge in MFL. However, as an educator in general I am absolutely convinced that the skills pupils practised and acquired during the process are immeasurable. I am sure that the next time pupils do an inquiry project they will be better at it, this first foray into the process in French has not deterred me completely but I will heavily modify it for next year’s 2nd form in the light of what we have learnt so far.
Moving forward we have thought about what could we adapt and improve next year. I have divided this into the different stages in the FOSIL cycle as it will help us as we plan in the future.
The CONNECT stage:
Introduce this stage by giving example of a place you like to go – what is it about that place that means you enjoy it? Model this and then get them to do the same. This could be somewhere that they might already have looked at in French but could also link in with what they have done in another subject such as Geography. Then they need to make the link to Paris:
The WONDER stage:
This can be difficult as young students can’t necessarily imagine wanting to know about certain topics! Questions need to be directed a bit more by teachers. Some classes need to be taught explicitly how to ask good questions.
One idea would be to give pupils roles/characters on cards to prompt them:
The INVESTIGATE stage:
Slow this stage down to maximise learning. The resource packs could be differentiated and more time spent with them. Allowing them more of a free reign when doing web-research might yield answers to their more obscure questions.
Pupils need to understand the nature of asking questions in research – sometimes you don’t find the answers you are looking for, but find other information which generates different questions along the way. This needs explicit teaching.
Start the next stage by asking them to come up with places – in new groups – they would suggest would be worth visiting/things worth doing and why.
The CONSTRUCT stage:
More time should be spent on the script as this is a perfect example of how you can use an inquiry approach in MFL. They needed to work out how to find, adapt and use language discovered through the resources and inquiry sheets.
The EXPRESS stage:
Pupils need to feel that their final piece in French is an appropriate refection of the work put in throughout the inquiry. They all need help with pronunciation. Although many based their script on the model provided some up front teaching before the presentation might have helped.
I’ll see if Lucy has anything that she would like to add before posting our conclusions.
As Lucy mentioned, at the end of the project pupils were asked to complete a reflection sheet. Interestingly this year group were ‘guinea pigs’ last year when we trialled the MYP with them in year 7. An ATL skill we had focused on with them in particular was reflection so all students found this stage of FOSIL straightforward. The quality of their reflections was excellent and they already understood both the benefits and aim of self-reflecting. Here are some of their thoughts:
We have some ideas for changes that will have to be made in order to make this inquiry work better from both teachers’ and pupils’ perspectives, and I’ll post more about those when we have had a chance to collate and discuss them further.
Many conversations in the department, as well as the weekly meetings we had to discuss the inquiry, allowed us to gather together some really helpful feedback. From the teachers’ perspective, here is what went well:
There were things, however, that didn’t go so well:
As you can see there are positives and negatives from this FOSIL inquiry, and concerns we will have to attend to before running future inquiries.
Here are a few more details about the inquiry for those who are interested. In the first half of the spring term 2020 all 2nd form pupils (across 6 groups streamed as high/medium/low in terms of ability) we set aside 5 weeks for the FOSIL inquiry and aimed to guide students through every single one of the 6 stages of the framework.
The project:
The objectives and desired outcomes:
Teacher attitudes:
I am very interested in the idea of inquiry learning and fully understand the benefits it has for pupils but I was reticent about trying it out for myself in my own subject: MFL. This is because our aim is to teach a ‘foreign’ language, which by definition presents a barrier to pupil understanding. Indeed, there is little actual content to teach in the MFL classroom, most of what we do involves teaching skills, methods and patterns. The background reading I had done regarding inquiry-based learning and successful strategies to use rarely, if ever, referenced MFL or gave helpful examples. How, I asked myself would pupils be able to carry out independent research whilst ALSO extending their learning of the foreign language? What materials could pupils, particularly in phases 1-3 (beginners) access with limited vocabulary? How would we maintain their interest if all information was too complex for them to understand? I was prepared to explore all of these questions and to accept that the answers could probably be found with careful planning, good knowledge of my students and through trial and error. However, the question that actually dominated my thoughts most during the inquiry ended up being this one: How much are we as MFL teachers willing to sacrifice language acquisition and practice to allow for a proper investigation into culture?
I was very much aware before embarking on this project what the prerequisites are for a successful inquiry project. Research suggests that this involves a balance of teacher input and ‘upfront’ teaching, time taken to help pupils develop their research skills and actual pupil work of an independent nature. FOSIL related literature clearly explains why successful inquiry learning involves a mixture of all of these things and my plan was to try to encompass it all.