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Foreign language teaching is a flourishing area of the primary curriculum and can offer many valuable, enriching and enjoyable learning experiences for children. Written to support busy schools and teachers in planning, teaching and delivering the new primary MFL entitlement for all KS2 pupils, this book brings together a wide range of key pedagogical issues into one user-friendly handbook: teaching approaches and resource ideas using new technologies getting assessment right progressing to the secondary school. Providing snapshots of good practice as well as a bank of practical ideas to help integrate foreign language teaching into the curriculum, this book will be key reading for all current and trainee teachers involved in the successful implementation of primary MFL.
Issues in Modern Foreign Languages Teaching draws together a range of issues in the teaching of modern foreign languages into one volume that will encourage students and newly qualified teachers to consider and reflect on the issues so that they can make a reasoned and informed judgement about their teaching of MFL. It will be relevant for students and newly qualified teachers at both primary and secondary level and will fill a gap in their knowledge due to time constraints - and an emphasis on standards - on ITT and PGCE courses.
The skills and process of teaching modern foreign languages in schools and colleges are the specific focus of this volume. It covers the changing nature of A and A/S level courses, planning, teaching and assessment.
A companion to Aspects of Teaching Secondary Modern Foreign Languages, this book charts developments during the past few decades of reform in MFL teaching, considering the origins of these reforms and analysing their impact on the classroom. The reader is divided into four sections: 'Controversies and disagreements' is an overview of changes to MFL teaching and learning during the last thirty years; 'MFL, schools and society' looks at the role of MFL in a wider social and educational context; 'Developing strategy' looks at how more effective MFL teaching might be achieved; 'Research and the MFL teacher' looks at the implications for classroom practice of recent research into MFL teaching and Learning.
This lively and inspiring collection of readings is divided into three sections: 'Developing teaching strategies and effective classroom management' covers all major aspects of classroom practice; 'Planning, evaluating and assessing MFL learning' is a guide to the day to day requirements and practicalities of MFL teaching; 'In search of a wider perspective' considers how MFL teaching might develop and expand, and its place outside the classroom. Fully engaged with teaching and learning MFL at a practical level, it illustrates concepts and good practice through a braod range of classroom-based examples and case studies. Issues covered in this book include: maximising potential engaging pupils in their learning developing listening, reading and oral skills use of information communication technology assessment and differentiation broadening the content of MFL lessons role play in the language class MFL beyond the classroom.
This book is for newly qualified teachers and PGCE students of modern foreign languages. It covers the training standards for NQTS but goes beyond this with a focus on the subject expertise they bring into teaching.
Covers everything a student or practising teacher needs to teach languages effectively, whether generalist or specialist. It offers comprehensive guidance on the essential theory and pedagogy that underpins language teaching, together with strategies and tools that can be easily implemented in the classroom.
New Directions for Research in Foreign Language Education brings together contributions by reputed scholars that examine the challenges, opportunities, and benefits of teaching and learning foreign languages. With a particular focus on languages other than English, the book looks at the socio-political dimension of language learning and teaching and the need to re-theorize multilingualism for our age. The volume includes a range of perspectives, from language teaching as an act of reconciliation to language learning across the lifespan, from innovations in assessment and curriculum to critical appraisals of pedagogy and textbook materials. Each chapter presents a clear case study drawn from diverse contexts to illustrate the different concerns of the contributors. The book is a valuable resource for all students, teachers, teacher educators and researchers who share an interest in researching multilingualism and the different facets of teaching and learning foreign languages.