ICT and MFL
Integrating the use of ICT-based authentic materials
Papers & Further reading | Editorial reviews | Tasks for trainees
Focus
The ever-increasing quantity of internet-based databases and resources has
opened up a world of learning beyond the classroom walls in all sectors
of education. Access to material generated in the target language is a particularly
exciting and relevant development for MFL. Study objectives for student
teachers need to include: locating and evaluating resources for teachers
and learners of MFL, downloading and contributing material, managing ICT
in the MFL classroom, creating safe access routes for pupils, and how internet
use relates to major teaching and learning issues such as access to target
language and cultures, inclusion, motivation, and learner autonomy. Thus
it is hoped the student teacher will view the internet as a purposeful and
stimulating tool which effectively addresses a whole range of pedagogical
challenges in the field of MFL.
Study of this topic has the potential to address aspects of the following range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Frameworks |
Q3 (b) |
| Personal professional development | Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Subjects and curriculum |
Q14 |
| Literacy, numeracy and ICT |
Q16, Q17 |
| Achievement
and diversity |
Q18, Q19 |
| Health and well-being | Q21 (a) (b) |
| Professional skills | |
| Planning | Q23, Q24 |
| Teaching | Q25 (a) (d) |
| Learning environment | Q30, Q31 |
| Team work and collaboration | Q32 |
Tasks for trainees
Group discussion
In language-specific groups, and with reference to a GCSE or AS/A2 specification
of your choice, discuss how the topics designated for study by your 14-19
pupils might be complemented by access to authentic resources drawn from
the Internet.
Observation focus
Arrange to observe a MFL lesson where the pupils will have access to authentic
materials drawn from the Internet during the lesson. What specific strategies
did the class teacher employ to ensure pupils only viewed targeted materials
or type of content?
Check your planning
Look at the type of work you are setting as in-class consolidation and extension
work Can you motivate your pupils more by making authentic resources available
to them in this phase of the lesson?Do you need to provide additional support
materials such as vocabulary help sheets to enable better understanding?
Consultation with the school's ICT manager and Inclusion co-ordinator may
prove helpful.
