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It has been argued for some time that to improve language learning in Britain we need to start earlier, as many other European countries do. This book is addressed to policy makers and teachers who are considering the possibility of getting involved in the teaching of MFL in the primary school.
An overview of the place of modern languages in the primary school in the 21st century. It is written for anyone with an active role in teaching languages in schools today, either at primary or secondary levels. It discusses the practical issues involved in teaching MFL to primary students.
It has been argued for some time that to improve language learning in Britain we need to start earlier, as many other European countries do. This book is addressed to policy makers and teachers who are considering the possibility of getting involved in the teaching of MFL in the primary school.
& Quot;Teaching Modern Foreign Languages in the Primary School" supports student and practising teachers - whether generalist or specialist - to have the confidence and skills to successfully incorporate modern foreign languages into teaching. Based on the author's extensive experience of both teaching across Key Stage 1 and Key Stage 2 and delivering initial teacher education, this book provides 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. This title covers e
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.
How can foreign language learning be developed in primary schools? In what ways can it be integrated into the primary classroom? Modern Languages in the Primary School tackles these questions, challenging current perceptions of primary modern languages, arguing that modern languages should be fully integrated into the primary curriculum, and looking at ways in which this can be achieved. The authors examine ways in which language-learning can be made a rich experience for all. They offer ideas on how to start language programmes in schools, or enhance those already in place. The book: - Features a 3-stage practical approach to teaching languages with different age groups in primary schools - Develops a coherent view of language learning and teaching - Refers to the KS2 Framework elements of oracy, literacy, intercultural understanding, knowledge about language and language learning strategies - Contains a chapter which offers a theoretical introduction to content and language integrated learning (CLIL) - Refers to the QTS Standards and offers a short guide to internet-based and multimedia resources This book is for Primary ITE students and experienced teachers who are taking on the Modern Language coordinator role or teaching modern languages in primary schools for the first time. Philip Hood is Course Director of the National SCITT Primary PGCE and Lecturer in Modern Languages Education at the University of Nottingham. Kristina Tobutt is a Primary teacher and Associate Consultant for Nottinghamshire LA.
Issues facing schools, teachers, and policy-makers in the expansion of elementary school instruction in modern second languages are discussed, particularly in the context of Scotland's educational system. An introductory chapter defines key terminology, the transition from pilot programs to institutionalization, and discusses briefly the distinction between "second" and "foreign" languages. The second chapter outlines five different instructional approaches and offers examples of foreign language initiatives in Scotland and elsewhere in the United Kingdom (UK), Europe, and some other countries. Objectives and difficulties encountered are examined. Several concepts in second language learning and use are considered in the third chapter, including use of language for real communication, language as a dynamic system of rules and strategies, communicative competence, "language acquisition" versus "language learning," progression of skills, and proficiency. In chapter four, evidence of instructional outcomes from UK elementary schools, immersion research, research on specific aspects of second language teaching (intensive teaching, first-language literacy, and second-to-first language transfer), and learner age is offered. A final chapter draws conclusions concerning starting age, implications of language policy for elementary language teaching, choice of approach, teacher qualifications, and implications for secondary education. (MSE)
Modern languages are taught to young learners at an increasingly early age, yet few publications focus on what is available to children in different contexts and classrooms. This book represents the state-of-the-art in research on young language learners. Covering a range of languages, contexts and research methods, it provides insights into how young learners progress.
How can foreign language learning be developed in primary schools? In what ways can it be integrated into the primary classroom? Modern Languages in the Primary School tackles these questions, challenging current perceptions of primary modern languages, arguing that modern languages should be fully integrated into the primary curriculum, and looking at ways in which this can be achieved. The authors examine ways in which language-learning can be made a rich experience for all. They offer ideas on how to start language programmes in schools, or enhance those already in place. The book: - Features a 3-stage practical approach to teaching languages with different age groups in primary schools - Develops a coherent view of language learning and teaching - Refers to the KS2 Framework elements of oracy, literacy, intercultural understanding, knowledge about language and language learning strategies - Contains a chapter which offers a theoretical introduction to content and language integrated learning (CLIL) - Refers to the QTS Standards and offers a short guide to internet-based and multimedia resources This book is for Primary ITE students and experienced teachers who are taking on the Modern Language coordinator role or teaching modern languages in primary schools for the first time. Philip Hood is Course Director of the National SCITT Primary PGCE and Lecturer in Modern Languages Education at the University of Nottingham. Kristina Tobutt is a Primary teacher and Associate Consultant for Nottinghamshire LA.
Teaching Foreign Languages in the Primary School advises modern foreign language trainee and qualified teachers on how to teach MFL successfully at primary level. This book offers full information, including sections on: *children's ideas about how to learn languages *the current situation of MFL in the UK, Europe and elsewhere *research into second language acquisition (e.g. behaviourist, cognitive and sociocultural perspectives) *different approaches to teaching foreign languages (e.g. audio lingualism, communicative language teaching, task-based instruction) *the use of games, songs and stories *ways of developing speaking, listening, reading and writing skills *ways of developing intercultural understanding, knowledge about language and language learning strategies *assessment, continuity with secondary school, and ways of facilitating transition. Brimming with case studies and tried and tested ideas from a multi lingual language teacher and ITE lecturer, Teaching Foreign Languages in the Primary School shows that language teaching at primary level can be both effective and enjoyable - no matter what language the pupils have as their first, and no matter what level the teacher has reached in their own language learning.
