Cambridge Lower Secondary

Understanding each other

A Cambridge Global Perspectives® Challenge

Skill focus: Evaluation Stage: 9 Age: 13–14 Topic: Language and communication

Learning objectives Success criteria

Evaluation
Learners can identify the author(s) of a source and draw conclusions about purpose, accuracy and
relevance to their research
Evaluate a range of sources, considering the author and purpose Learners can explain the relationship between perspective and potential bias in the sources they have
and how well they are supported by other sources, explaining why identified
some may be biased Learners determine the implications of a source being available in one or more languages
Learners can identify the cultural context surrounding a source’s primary data and the implications for a
study’s findings, conclusions or recommendations

Analysis
Learners can describe, in written form, their conclusions from the patterns and trends they have identified in
particular data or source material
Identify patterns and trends in graphical or numerical data in order to Learners can give reasons for how and why language evolves in a particular context
support an argument Learners can construct new questions and lines of enquiry as a result of the sources they have looked at
Learners make links between language, culture and resultant organisational or national policy
Learners are able to make connections between language and individual, local and national identity

Challenge summary
By the end of this Challenge, learners will have developed their skills of evaluation when, having researched about different languages, they present a case for learning an
additional language in school. The Challenge gives a chance to reflect on what further research could be undertaken and builds to create a class book.

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 Activities (sequence)

How many languages do we know?

Learners find out what they already know of and about different languages. Draw up a list of languages used/understood fluently within the class,
used/understood partially by members of the class, or known about / heard of but not used/understood. Learners can discuss whether they feel equally
confident in the different language skills for each language (e.g. they can read a language fluently, but not speak it – or vice versa).
Learners discuss the relative importance of different languages in their lives, exploring why they use the languages they do. Discuss the terminology around
language such as ‘first language’, ‘second language’, ‘preferred language’, ‘mother tongue’, ‘heart language’. Which terms best describe their experiences of
using/learning different languages?
There is scope here for parents (or teachers) who use additional languages coming in to school to present a short introduction to their language.

What is/are the official language(s) of our country? How does this connect with other countries?

Introduce the term ‘official language’ of a country and, through question and answer, ensure that learners understand what it means. Learners find out which
is/are the official language(s) of the country in which they live. From this starting point, they pose further connected questions for research; these will depend on
context but could include such questions as: ‘Which other countries also have this/these official language(s)?’, ‘Which languages do our closest geographical
neighbours use?’, ‘Has the official language of our country changed at any time in our history, and if so when and why?’, ‘How do language borders compare
with national borders?’, ‘If the country has more than one language, how could we find out the proportion of people speaking each?
Learners present the results of their research using a variety of timelines, maps, charts and graphs, taking responsibility for thinking through how to best share
this information. Learners evaluate their research (Learner Resource – Understanding each other L9.1).

How could we develop our understanding of world languages?

Working in groups, learners articulate their own questions for research about languages. The focus could be on either personal knowledge (e.g. ‘Where else is
the language I speak at home spoken in the world?’) or those which are most and least widely spoken (e.g. ‘Where is English spoken as the first language?’, or
‘What are the most/least widely spoken languages in the world?’ ‘How many languages are there in the world?’) Teacher Resource – Understanding each other
T9.2 provides a number of relevant websites for information.
Allocate learners a specified time for research. Different websites may provide varying information in answer to some questions, such as which are the most
widely spoken languages. Discuss with learners, reflecting on the reliability of available data.
Learners write up and present their findings using a range of maps, charts and graphs (for example they could construct a block graph to show how many
speakers there are of various languages worldwide, or they could annotate a map to show countries which speak English).
Learners consider how they might look for further information, for example to distinguish between first and second languages. This also provides an opportunity
for them to evaluate how well they formulated their initial research question, and how they might rephrase it in the light of any difficulties they have experienced
in finding an answer to it (Learner Resource – Understanding each other L9.1 - can be used again).

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 What might be regarded as global languages? Where are these languages spoken?

Learners research international organisations such as the United Nations and the International Olympic Committee to find out which are the official languages
of these organisations. They decide on their own definition of a ‘global language’.
Using world maps, learners identify the regions of the world where these global languages are spoken. Which countries or regions are left out? What are the
implications of this for people living in these regions?
Learners research those languages spoken by fewest people, and consider the importance of languages being kept alive (suggested websites are given on
Teacher Resource – Understanding each other T9.2).

Which languages are most often taught in schools?

Learners find out at which age they will learn new languages in school. If possible, they contact the schools in other areas or countries to take part in a
comparative study of languages taught in schools. Alternatively, this information may also be available on school websites.
Learners devise a simple questionnaire to find out information such as the age at which languages are introduced into the curriculum. (For examples of the
sorts of questions that could be included see Teacher Resource – Understanding each other T9.3.) Is this the same for all schools in that country or can
schools choose?

Imagine that your school is going to introduce the teaching of a new language. Which one would you recommend and why?

Using what they have learnt, groups of learners each present the case for a new language to be taught in school, giving their reasons and explaining when and
how they think it should be introduced. This could include a survey of learners in the school.
Learners vote, in order to come to a conclusion.

Learners create a book or eBook

Each learner contributes a unique page to a class book to cover the entirety of the Challenge between them, including reflections on personal, local and global
aspects of the Challenge as well as putting the case for one or more new languages being taught in school. Support the learners in deciding a list of pages that
can be written. Learners can decide how to allocate these among the class (only intervene to support this process if needed).
Learners could write the pages online which are then compiled into an eBook for sharing on the school website if available. Alternatively, they could create a
paper copy of the book. If possible, pages could be produced in more than one language, either by learners themselves or with the help of adults (teachers and
parents) who speak other languages.
Each learner reviews their own page identifying strengths and potential next steps in their research and learning.

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 Challenge resources

Provided by Cambridge
Teacher Resource – Understanding each other T9.2 Learner Resource – Understanding each other L9.1
Teacher Resource – Understanding each other T9.3

Other resources
Visitor(s)/teachers who are speakers of another language (optional)
Resources for research, including internet access
Creative materials / software tools for presentations and class book
World maps

Personal Local Global

This Global Perspectives Challenge has been designed to be flexible and should be adapted to school requirements and the needs of your learners. Further guidance and
support for planning is given in the Teacher Guide.

Copyright © UCLES 2018

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