By Patricia Driscoll, David Frost
This article is addressed to coverage makers and lecturers who're contemplating the possiblity of having keen on the instructing of MFL within the fundamental school.
content material: half One: coverage and motive bankruptcy 1. glossy overseas languages within the fundamental university: a clean commence Patricia Driscoll bankruptcy 2. instructor services within the basic smooth international languages lecture room Patricia Driscoll bankruptcy three. coverage matters for fundamental sleek languages Lesley Low half : school room matters bankruptcy four. The 4 language talents: the total works! Alison Hurrell bankruptcy five. instructing within the objective language Peter Satchwell bankruptcy 6. lecture room connections John Muir bankruptcy 7. video games and songs for instructing glossy languages to young ones Glynis Rumley bankruptcy eight. assets for the educating of contemporary international languages within the basic institution Shelagh Rixon bankruptcy nine. Intercultural competence and international languages within the basic tuition Michael Byram and Peter Doye bankruptcy 10. Inter-school collaboration throughout Europe Michael Evans half 3: destiny improvement bankruptcy eleven. sleek international languages within the basic institution in England: a few implications for preliminary instructor education Keith Sharpe bankruptcy 12. constructing basic MFL: a instructor led, community-focused procedure David Frost bankruptcy thirteen. A study schedule for contemporary languages within the basic tuition Richard Johnstone Appendix
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The teaching aids for the specialists were flash cards and an audio cassette for listening comprehension. Pupils were provided with printed ‘cartoon-style’ booklets for their written work. The management of the teaching and learning The linguistic proficiency of the teacher had a powerful impact on the way the teaching was managed. The specialist teachers used the target language continuously throughout the lesson as a medium of communication, even when the learner replied in English. By contrast, the generalist teachers lacked the relaxed facility for using the target language in a natural way; their usage appeared rather formulaic and artificial, more like reciting lines from a play in the early stages of rehearsal.
I also collected considerable data on pupil learning outcomes, but for the purpose of this chapter I shall focus particularly on the impact of teachers’ knowledge and expertise on the teaching processes. Since the advent of the National Curriculum, the importance of primary teachers’ knowledge has been at the forefront of the educational debate, in particular the relationship between the depth of teachers’ subject knowledge and the quality of the teaching process. , 1992) have produced work which has supported a marked shift towards greater subject specialisation.
P: Je préfère un lapin. T: Pour manger? P: (pupil looked confused) T: Pour manger? (rubbing her tummy) Yum yum. T: Ou comme un animal a la maison? P: Un animal a la maison. P: Tu aimes la maison? P: Oui. T: Pourquoi? P: err Elle est grand. T: Grande, bien (teacher corrected the pronunciation, quietly) In the activity phase the teacher used a variety of activities to extend and reinforce the linguistic tasks: paired dialogues, ‘un sondage’ and listening comprehension were frequent features. The specialist lessons were speckled with incidental references to how a French person might express themselves, or with cultural nuances which gave a taste of the unique and essential character of France.