Teaching and learning MFL
Cultural and intercultural understanding
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Teaching a language is not sufficient in itself; the wider agenda of any
education system must aim higher and seek to send forth tolerant and open-minded
individuals whose linguistic training is just a part of their integration
into the notion of world citizenship. The central objective must be to study
sameness and difference in a positive and engaging way, and as well as linguistic
issues, there will necessarily be coverage of how to integrate, and resource
in a creative manner, social, moral, political, religious, geographical,
historical and economic aspects into the MFL programme of study, and also
how to address the question of the meaningful assessment of intercultural
‘competence’. It is hoped the student teacher will emerge from the contemplation
of such issues with a wider perspective on the situation of MFLs within
the context of a holistic, globally focused education.
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 |
| 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 |
| 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) |
| 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
What ARE the major common issues facing young people in the world today?
Can these be linked to any of the topic areas studied in the MFL programme,
for example GCSE topic areas?
In language groups, identify key words and phrases through which you might
access relevant texts and materials on the Internet in relation to raising
cultural awareness.
Observation focus
In your observation of post-16 lessons, keep a separate note of all the
activities which offer cultural and inter-cultural insight to pupils. You
might like to extend this 'culture-watch' to lessons in the other key stages,
and form an opinion on whether these opportunities are maximised during
the whole 11-18 experience.
Check your planning
At the end of the week, make a list of all the language topics you have
taught at all key stages during the week. Is there an extra cultural dimension
you can add next week by way of a text, a discussion, a video, or any other
kind of experience for just ONE of these classes? Can you reference any
changes you make against national criteria?
