Inclusion - excellence for all
Teaching pupils from diverse backgrounds
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Making the study of languages available and accessible to all pupils is the overall
aim for teachers of the subject area. To achieve this entitlement, objectives
related to challenges raised by difference related to the multi-ethnic and
multilingual constitution of communities in specified MFL environments need
to be addressed in the ITT / ITE programme. These objectives may include:
study of national policy and legislation, consideration of the question of which languages to teach, the relative status of European and 'community' languages, catering for pupils with English
as an Additional Language (EAL) communication and literacy needs, cultural
and religious needs, or emotional and behavioural difficulties related to
geographical and cultural dislocation, and any other presented "barrier
to learning".
As a result of study in these areas, it is hoped that the student teacher
will have a starting knowledge from which to source specific forms of support,
and to develop their own expertise in specific respects, to deal with the
particular needs of individuals in the context of their MFL teaching, and
will have recognised, accepted and internalised the principles and values
of inclusion.
Study of this topic has the potential to address aspects of the following very wide range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Relationships with children and young
people |
Q1, Q2 |
| Frameworks |
Q3 (a) (b) |
| Communicating
and working with others |
Q4, Q5, Q6 |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Assessment and monitoring | Q11, Q12, Q13 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q17 |
| Achievement
and diversity |
Q18, Q19, Q20 |
| Health and well-being | Q21 (a) (b) |
| Professional skills | |
| Planning | Q22, Q23, Q24 |
| Teaching | Q25 (a) (b) (c) (d) |
| Assessing, monitoring and giving feedback | Q26 (a) (b), Q27, Q28 |
| Reviewing teaching and learning | Q29 |
| Learning environment | Q30, Q31 |
| Team work and collaboration | Q32, Q33 |
Task for trainees
Group discussion
Discuss the role and use of English as the language of management in the MFL classroom. To what extent, and by what, can it be replaced or supported in the MFL classroom containing pupils with EAL?
Which should be the taught languages in school? Might it be more relevant for community/ heritage languages to appear on the school curriculum instead of or as well as the usual diet of French, German or Spanish?
Observation focus
Arrange to observe a MFL class for whom a significant number of pupils English
is their additional language. What concession was made to their language
needs?
Check your planning
You should be forewarned by school if significant religious festivals are
taking place during your school experience. Has your planning taken into
account the potential spiritual or physical needs of your pupils? Can your
planning also be adapted to take advantage of the opportunity such events
offer for building language activity around them?
