Ensights Magazine

Collaborate: Lower/Middle School World Language

Nancy Keen Palmer-Gift, Communications Coordinator
For abundant examples of the core skill “to collaborate,” look no further than Ensworth’s Lower/ Middle School World Language Department. Whether they are orchestrating partner activities in classroom vocabulary or devising cross-curricular projects with colleagues, this group of teachers unanimously demonstrates the power of collaboration to positively impact second language studies and more.
Collaboration creates a small community committed to achieving a goal. Students are more likely to take risks as they complete their work; they are more likely to stay engaged, and they absolutely have more fun,” says Lower School Chinese teacher Caitlin Harris. With this in mind, Ms. Harris and her World Language colleagues weave creative activities aimed at promoting peer-to-peer learning throughout their Spanish, Chinese, and Latin curriculums.

In Mr. Lloyd’s Middle School Spanish classroom, students collaborate in a speed-dating format, swapping partners after two minutes of conversation. In Ms. Harris’ Grade 4 Monster Project, one student is charged with describing a monster in Chinese, and the other must bring it to life with an illustration. Mr. House utilizes a vocabulary game called One Word at a Time, where each student is given a Latin word that contributes to a group sentence, and Ms. Skillicorn’s students love when she turns on Quizlet Live, an online vocabulary game that randomizes teams.

All teachers note aspects of leadership and empowerment that arise through collaborative work in a second language. Whether it’s an older student teaching a younger one or a more fluent student working with a friend, as students prepare to share with others, they more fully realize their own understanding and pass along their unique perspectives to the benefit of their peers.

Inter-classroom collaboration also offers opportunities for students to use their combined knowledge to enhance the learning experience. When Grade 5 uses the Makerspace to work in groups constructing Chinese vocabulary board games for kindergarten and Grade 1 students, their collective brainpower strengthens the group, which makes the game better and elevates the learning of all parties involved. Similarly, Ms. Perry’s Grade 2 students create animal vocabulary books that contribute to the Spanish vocabulary of their kindergarten cohorts. Beyond the individual impact on each student, these collaborative initiatives also have the power to bring synergy across subject areas.

Latin at the Grade 6 and 7 level is designed to be cross-curricular. Together, Latin, English, and History teachers discuss key topics, skills, and projects that are woven into lesson plans each year. Vocabulary is most notably interconnected; all Latin vocabulary correlates with grade-level English equivalents, with the added benefit of the etymology of the word being a critical component of the class. “For instance, we can speculate that if the Latin word cadere means to fall, then casCADing waterfalls have falling water” notes Ms. Skillicorn.

“To communicate is to collaborate; throw in a second language, and collaboration becomes undeniable,” remarks Ms. Perry. She sums it up well, and along with her colleagues, has cultivated a powerful World Language program on our Lower/Middle School Campus.
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