Teaching and learning MFL
Language acquisition theory
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Engagement with the theoretical base of language acquisition has the potential for enhancing the teaching and learning of MFLs in school. Important issues raised are: similarities and differences between first and second language acquisition, the distinction between acquisition and learning, the roles of the 'mother' tongue and the target language in the classroom, hierarchies of language skills – especially different expectations of reception and production, and empathy with the MFL learner’s anxieties and needs.
Improved understanding of challenges posed by, and factors affecting, language study should result; thus lesson planning and curriculum interpretation by the teacher may eventually better reflect each learner’s needs and aptitudes.
Study of this topic has the potential to address aspects of the following wide range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Subjects and curriculum |
Q14, Q15 |
| Achievement
and diversity |
Q18, Q19 |
| Health and well-being | Q21 (a) (b) |
| Professional skills | |
| Planning | Q22 |
| Teaching | Q25 (b) (d) |
| Reviewing teaching and learning | Q29 |
Tasks for trainees
Group discussion
- What are the essential differences between learning your 'mother' tongue (L1) and an MFL (L2) in school? Does the ‘mother’ tongue (L1) have a role in the MFL classroom?
- Do you have to write an assignment incorporating aspects of second language acquisition research and theory? As this is such a vast and complex field of study, it may help you to consider this conference report, and then discuss the questions raised together, and research the work of the recommended authors for each other.
- Do your pupils need grammatical rules in order to understand and use the target language?
Have you had a recent experience of learning a language as a beginner, perhaps on your ITT course? How did it feel to be in the pupils’ shoes again? Has it altered your approach to being a languages teacher? - Study the national curriculum Programme of Study and the Levels of Attainment descriptors. Do the criteria encourage logical and progressive development of listening, speaking, reading and writing?
Observation focus
- Can you identify a pupil in a class you are observing who seems particularly challenged by the MFL lesson? What do you think are this pupil's needs?
- Does the teacher in a lesson you are observing seem to have a particular approach to the introduction of new language? At which point does the written word make an appearance? Before, after, or at the same time as the spoken word?
Check your planning
- Check in particular the part of a lesson plan in which you are presenting new language. Do you have a clear theoretical rationale for the order in which you present the spoken and the written word? Is there an opportunity for intensive practice for the pupils to become very familiar with the spoken word?
- Check your lesson plan to see if it generally includes study of both the spoken and written word.
Top
