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Vol/53 No/5 2014 OCTOBER/NOVEMBER The Linguist 21 learn the melody. Another verse includes vocabulary specific to Colombia, offering a challenge, exposure to culture and further learning opportunities. Provided with logically structured sentence frames, vocabulary suggestions and percussion instruments, pupils split into groups to pen their own masterpieces. Quieter, less confident learners are supported and encouraged by Camilo and Mauricio. The more confident groups, although supervised and questioned on their understanding, are left to their own creative, noisy devices and flourish in this freedom. Sometimes they covertly consult their phones to look up vocabulary – a crime punishable by confiscation under normal circumstances – but who am I to stifle their artistic flair? No group is left stuck or lacking a song and, as the two-hour workshop draws to a close, the pupils regroup. Performances ensue and, despite the odd fit of giggles or glare when someone gets their words wrong, they appear to enjoy breaking out of their comfort zone and communicating not only through song, but entirely through the target language in coherent, correct and catchy lyrics. Not a word of English is spoken to pupils throughout the workshop, yet through carefully chosen – often visually supported – language, the comprehension is remarkable. Learning outcomes A survey of the pilot programme was fairly conclusive: 77% of pupils said music made learning Spanish easier; 76% spoke more Spanish than usual during the workshop; 70% felt more confident understanding Spanish; and 81% wanted to do a workshop again. As a language teacher, I struggle to embed cultural components into my schemes of work. I am concerned that pupils will learn the language in isolation from its cultures, and programmes such as Pasaporte Cultural help to ensure that 'cultural awareness' doesn't become an added extra. I would describe the learning outcomes as consolidation of existing vocabulary; revision and extension of sentence structures; composition of new language; inference of meaning based on context and cognates; combination and application of existing and new knowledge; exposure to a new culture; and, perhaps most importantly, a motivating confidence boost. Rolling out the programme In the future, Pasaporte Cultural will train native speakers from all over the UK to deliver high-quality immersion learning workshops in as many schools as possible. They are looking to expand into primary level, as well as Key Stages 4 (ages 14-16) and 5 (ages 16-18), running immersion days based on, for example, culture papers for A-level. They also hope to offer training to teachers to ensure that the impact is sustained beyond the workshops. The impact of this pilot workshop on my pupils leaves me more convinced than ever that languages and culture, taught as one, are vital not only to pupils' education but also to their personal development and social understanding. It is testament to their enjoyment of Pasaporte Cultural that, weeks later, I could hear students' songs echoing down the corridor as they arrived in class. Email sarah@pasaporte-cultural.com or see www.pasaporte-cultural.com for further details. Notes 1 Pachler, N, Barnes, A and Field, K, Learning to Teach Modern Foreign Languages in the Secondary School, 2009, 3rd edition, Routledge, 181 They appear to enjoy breaking out of their comfort zone and communicating through song GROWING CONFIDENCE Pupils enjoy a pilot workshop with Camilo (above); and he performs traditional songs on the guitar for Isobel's students (below left)