Working with your trainees
Literature and reading: CILT publications
Making the case for languages at Key Stage 4 (NPF5), Linda Parker & Teresa Tinsley (2005)
Schools can now choose whether to offer languages as an optional or compulsory subject in Key Stage 4. Language departments are increasingly faced with the need to present a convincing case for their subject to headteachers, governors, parents, the local community, other teachers within the school and to the students themselves. Making the case for languages at Key Stage 4 provides a toolkit of practical suggestions, persuasive arguments and advice on how to convince these different audiences. It offers heads of department and other language teachers background information, statistics, checklists, resources and, above all, a broad-based perspective designed to help them make the case for languages effectively. This book will be a vital tool in helping them to provide effective leadership for languages as schools face up to the implications of the entitlement curriculum and prepare for the next round of reforms.
Contents
Foreword • Introduction • Making the case to Heads, Governors and Senior Management • How to persuade and involve other departments within the school • How to persuade and involve parents and the wider community • Pupil power • Appendix: List of alternative qualifications to GCSE
2005 | 84pp | ISBN-13: 978-1-904243-45-8 | ISBN-10:1-904243-45-2 | £10
It makes you think! (NPF4), Creating engagement, offering challenges, Barry Jones & Ann Swarbrick (2004)
Young teenagers are not easily persuaded by the argument that learning languages will be useful in later life. Certainly, including game-like activities in MFL lessons helps motivation, but pupils themselves frequently define fun in terms of challenges and hard-won success. Sustained positive experiences are the key. So what can be done?
It makes you think! explores the notion that normal practice can often be transformed by simple strategies that get pupils thinking and offer them challenges. The authors' ideas are supplemented by those of teachers and student teachers they have worked with over many years. They provide a new dimension in explicitly offering cognitive challenge to pupils. This book supports the aims of the Key Stage 3 MFL Strategy in developing thinking skills.
Contents
Introduction • Talk creates thought • Creating engagement, offering challenges • It makes you think • Thinking about what learning a foreign language is all about • Talking about learning – the plenary phase • Conclusion • Appendix: Ideas for a lively start to MFL lessons
2004 | 80pp | ISBN-13: 978-1-904243-34-2 | ISBN-10:1-904243-34-7 | £10
The language of success (NPF2), Improving grades at GCSE , Dave Carter (2003)
Written with the requirements of the latest GCSE specifications in mind, this indispensable book provides guidance on:
helping students acquire the vocabulary they will need in the exam and
preparing them to cope when they meet an unknown word;
encouraging students to use the grammar and structures they know to best
effect in the exam;
preparing students for each of the four skills, including coursework, with
examples and sample answers;
good exam practice, including tips on exam techniques for students, and
for teachers in the Speaking test.
It is intended for all MFL teachers, with students at all levels from A*
to G. It does not assume that all students are highly motivated, nor that
teachers have infinite amounts of time, but concentrates on a down-to-earth
and realistic approach to improving GCSE success.
Contents
Words • Sentences • Grammar • Speaking • Writing • Listening • Reading • Entering students for GCSE • References • Appendix 1: German examples • Appendix 2: Spanish examples
2003 | 96pp | ISBN-13: 978-1-904243-14-4 | ISBN-10: 1-904243-14-2 | £10
Raising the standard (NPF1) Addressing the needs of gifted and talented pupils, Anneli McLachlan (2002)
This book considers how we can motivate high-ability pupils at all levels – from Key Stage 2 through GCSE to advanced level – to achieve to the best of their ability. It shows how we can successfully tap the potential of able learners – some of whom may be under-achieving – while considering how our approach to gifted and talented pupils can benefit our teaching of all pupils. The Government has focused our attention on this issue, with its national strategy for the education of gifted and talented children. As language teachers, we are thus able to put our methodology for teaching our most able under scrutiny in order to establish best practice.
Contents
Introduction • Defining able learners • Coping with the challenge of able learners • Learning to learn • Broadening our outlook • Enriching gifted and talented pupils' experiences – tailoring the curriculum offer to their neeed • Case study: Accelerated Learning at The Grey Coat Hospital School, London
2002 | 108pp | ISBN-13: 978-1-902031-96-5 | ISBN-10: 1-902031-96-2 | £10
Finding the right fit (CPF8) Focus on Differentiation , Anne Convery and Do Coyle (due September 2007)
Revised and fully updated from Pathfinder 38 - Differentiation and individual learners. This book looks at the principles of differentiation and strategies for accommodating social, affective and intellectual differences between learners. It considers personalised learning and ways of differentiating. It supports teachers in planning core and branching work which takes into account individual needs, interests and goals.
September 2007 | pp | ISBN-13: 978-1-904243-69-4 | ISBN-10: 1-904243-69-X
| £10
Ways with words (CPF7) Focus on reading and writing, Julie Adams, Sally Ann Panter and Ann Swarbrick (due July 2007)
Addressing the skills of reading and writing, Ways with words concentrates on making practice of these skills motivating and enjoyable.
Part 1: Just Write! By Julie Adams with Sally Ann Panter, looks at the skills and processes involved in writing in a foreign language and the demands it makes of learners in KS3 and KS4. It shows how the necessary skills can be developed, through integrating writing into the other activities, progression and teaching explicit writing skills, building on the National Literacy Strategy. Points are illustrated with ideas of motivating and innovative writing tasks that really work. Part 2: More reading for pleasure in a foreign language by Ann Swarbrick is a practical guide to help teachers set up a programme of private and extended reading for pleasure in the foreign language.
July 2007 | pp | ISBN-13: 978-1-904243-68-7 | ISBN-10: 1-904243-68-1 |
£10
Patterns and procedures (CPF6) Focus on phonics and grammar, Heather Rendall (2006)
Patterns and procedures focuses on initial learning strategies and active grammar learning. It is based on the successful Pathfinder 33: Stimulating grammatical awareness and a subsequent book by the same author.
Part 1: Stimulating grammatical awareness explores the seemingly contradictory theory of teaching the ears to see and the eyes to hear, in order to avoid some of the pitfalls into which many, if not most, initial learners fall, It then suggests activities which can help learners either avoid or accelerate past these traps.
Part 2: Active grammar looks at elements of grammar in the most commonly taught languages which are absent or different from those in English and suggests ways of building up the new neural pathways needed to cope with these structures and forms. These include making rote learning attractive and interactive by using the computer, developing a ‘sight’ for gender and making best use of the innate abilities of the brain to spot mistakes in sequencing.
Contents
Part 1: Stimulating grammatical awareness - a fresh look at language acquisition
Doing what comes naturally • The seeing ear • The listening eye • Storage
and recall
Part 2: Active grammar
Language awareness • What grammar means to us • The concept of grammar •
Dealing with gender • Structure • Dealing with the unknown
2006 | 120pp | ISBN-13: 978-1-904243-42-7 | ISBN-10:1 904243 42 8 | £10
Doing it for themselves (CPF4) Focus on learning strategies and vocabulary building, Vee Harris & David Snow (2004)
Doing it for themselves focuses on enabling pupils to become more effective and independent learners, so that the responsibility for their progress is shared between teacher and pupils. It first explores ways of teaching pupils how to learn more effectively and then focuses on the particular area of vocabulary building. It encourages pupils to explore their own learning styles, enabling them to exploit fully the learning opportunities available both within and outside the classroom.
Part 1: Teaching learners how to learn presents pupil-friendly strategy checklists across all the skill areas, along with guidance on how and when to introduce them. Current developments in learning strategies research are related to recent Government initiatives to show the links to the KS3 Framework and the ‘thinking skills’ advocated. Part 2: Words presents the most successful techniques for acquiring new vocabulary and shows how teachers can facilitate one of the basic skills needed by all language learners. It takes into account the recommendations contained in the KS3 MFL Framework.
Contents
Part 1: Teaching learners how to learn-Strategy training in the MFL classroom
What are learning strategies and how can they help us? • Principles of strategy
instruction: Memorisation and collaborative strategies • The strategy instruction
cycle in action: Reading and writing strategies • Issues in strategy instruction
• Strategy instruction in each school context
Part 2: Words-Teaching and learning vocabulary
The teacher’s viewpoint • The pupil’s viewpoint • The vocabulary notebook
• Playing games: A waste of time? • The old skills revisited • Verbs are
words, too • Techniques worth exploring • Words and ICT • Language and cultural
awareness • Helping pupils to help themselves • Appendix A: Groupwork and
pairwork • Appendix B: Creating your own listening materials
2004 | 128pp | ISBN-13: 978-1-904243-32-8 | ISBN-10:1 904243 32 0 | £10
Challenging classes (CPF2), Focus on pupil behaviour, Jenifer Alison & Susan Halliwell (2002)
Challenging classes focuses on ways to motivate disaffected or potentially disruptive pupils in Years 9–11. It provides solutions not only through motivating activities, but also through strong classroom management. It offers teachers a wide range of strategies that allow all pupils to feel included and valued in MFL lessons.
Part 1: Not bothered? distils our teaching approach into seven main ingredients for motivation and demonstrates how we can inject these into our planning and teaching. Part 2: Yes – but will they behave? will help teachers to organise language lessons with opportunities for real communication and lively interaction. Its 'stir and settle' activities provide a wealth of ideas on which to base starters and plenary sessions.
Contents
Part 1: Not Bothered? Motivating reluctant language learners in KS4
Taking a closer look at our students • General approaches and strategies
for motivating challenging classes • A recipe for motivation • Creating
contexts, roles and links for activities within GCSE topic areas • Activities
for presenting new language and topics • Activities for language recognition
• Activities for pronouncing and remembering language • Activities for practising
language • Creating a logical sequence of activities in lesson planning
• Conclusion • Bibliography
Part 2: Yes - but will they behave? Managing the interactive classroom
Anticipating the effect of an activity • Adjusting the activities • Adjusting
the sequence of activities • Conclusion
2002 | 96pp | ISBN-13: 978-1-904243-05-2 | ISBN-10: 1-904243-05-3 | £10
You speak, they speak (CPF1) Focus on target language use, Barry Jones, Susan Halliwell & Bernardette Holmes (2002)
You speak, they speak shows how it is possible to develop an ethos of communication in the target language involving teacher-to-pupil, pupil-to-teacher and pupil-to-pupil interaction. It provides practical guidance for planning, as well as examples of stimulating ideas to incorporate into lessons.
Part 1: On target demonstrates how it is possible to teach through a language that the pupils do not yet know. Part 2: Keeping on target shows how to extend the range of experience pupils have of using the target language to their teacher and to each other in whole-class situations, as well as through individual, pair and small group work.
Contents
Part 1: On Target
What makes it possible to teach in the language they have not yet learned?
• Strategies for implementation • Ideas for departmental workshops • Troubleshooting
Part 2: Keeping on target
Progression: stepping beyond the basic response • Through the keyhole: a
glimpse at classroom practice • You speak, they speak: a focus on planning
• Prompts for self-evaluation and future action • Conclusion: back to the
future
2002 | 96pp | ISBN-13: 978-1-902031-99-6 | ISBN-10: 1-902031-99-7 | £10
Reflections on citizenship in a multilingual world (RoP8) Ed. Kim Brown & Margot Brown, 2003
The inclusion of Citizenship in the statutory curriculum offers many opportunities for language teachers to enrich their classes and provide motivating content for pupils. Reflections on citizenship in a multilingual world offers practical examples from both primary and secondary schools that will encourage language teachers to include aspects of citizenship education in their classes – exploring aspects of current good practice which can be built on, as well as new ideas.
Raising learners' awareness as citizens in a multilingual world will broaden the content of lessons and motivate learners through active involvement with the topics and the process of learning. A strong human rights thread runs through the book and contributions cover a broad range of issues – from new approaches to familiar topics such as tourism, to support for teachers who work with asylum seekers.
Contents
Introduction: Opening the debate on citizenship and modern foreign languages. Kim Brown and Margot Brown • Teaching languages for democratic citizenship in Europe and beyond. Michael Byram • Language teaching for cosmopolitan citizenship. Hugh Starkey and Audrey Osler • Spanish Voices: today's children, tomorrow's world - An internet project linking young Spanish-speakers around the world. Margaret Burr • International citizenship education: changing priorities, exchanging teachers. Ian Davies, Peter Cunningham, Mark Evans, Gunilla Fredriksson, Graham Pike, Hanns-Fred Rathenow, Alan Sears, Felicitas Tesch • Citizenship and community languages. Jim Anderson and Manju Chaudhuri • Citizenship and modern foreign languages in the primary school. Ann Gregory with Sally Hicks and Therese Comfort • Asylum seakers and refugees: issues for MFL teachers. Margot Brown
2003 | 96pp | ISBN-13: 978-1-902031-70-5 | ISBN-10: 1-902031-70-9 | £10
Reflections on motivation (RoP6), Ed. Gary Chambers (2001)
Motivation is a pressing concern for everyone in the languages field, not only as a means of stimulating maximum learning but also, more crucially, as a way of encouraging more pupils to continue with a language. Reflections on motivation explores activities which have succeeded in motivating foreign language learners and the rationale behind them. It deals specifically with issues high on current agendas – ICT, vocationally oriented approaches, independent learning, primary languages – and looks at their potential to motivate. Drawing on the work and experience of colleagues in universities, schools and LAs, it provides a blend of theory and practical classroom application.
Contents
Introduction. Gary Chambers
Part1: Dörnyei's Learning Situation Level
Motivation in language learning: a Glasgow snapshot. Jane O'Reilly Cavani
• Gender differences in pupils' perceptions of modern foreign languages.
Amanda Barton • What turns them on and what turns them off? Keith Marshall
• Able pupils in modern foreign languages. David Stork • Turning things
around – interview with … Susan Chamberlain & Steven Fawkes • ICT makes
it click. Jim McElwee
Part 2: Dörnyei's Learner Level
Metacognition and motivation – learning to learn. Terry Lamb • A more adult
way of learning. Kim Brown • A vocational framework and its potential to
motivate. Jenifer Alison • Primary foreign languages: the Key Stage 2–3
transfer point. Ann Gregory • Where do we go from here? Gary Chambers
2001 | 144pp | ISBN-13: 978-1-902031-44-6 | ISBN-10: 1-902031-44-X | £10
Effective assessment in MFL Ann Barnes & Marilyn Hunt (2003)
Assessment is an area where teachers often feel least confident, yet properly used it can be a powerful tool for moving pupils forward in their learning. Effective assessment in MFL takes a comprehensive look at the different aspects of assessment which can occupy so much of a language teacher’s time and provides advice on ensuring that the time spent is useful and productive.
The authors provide tasks, exemplar material and suggested activities throughout to support the development of effective assessment practices. These include ideas for assessing learning constructively, from tips for homework and vocabulary testing to more strategic functions such as marking and feedback to pupils, record-keeping and report-writing. Selected materials are included on an associated website to enable readers to tailor them to their own specific needs. The principles are applicable to all language-learning situations; examples refer specifically to Key Stages 3 and 4.
Contents
What is assessment • Developing effective assessment practices • Making assessment work-practicalities • Responding to pupils' work effectively • Assessment across the age range and across the Attainment Targets • Accountability, using assessment data and reporting to parents • Suggestions for pre-service and in-service training activities • Appendix 1: Marking/written academic guidance in Modern Languages • Appendix 2: MFL Department marking policy: code of practice • Appendix 3: Mark scheme for KS3 • Appendix 4: MFL Assessment policy • Appendix 5: Pupil-friendly level descriptions
2003 | 160pp | ISBN-13: 978-1-904243-11-3 | ISBN-10: 1-904243-11-8 | £15
Something to say? Promoting spontaneous classroom talk , Vee Harris, James Burch, Barry Jones & Jane Darcy (2001)
Why is it that OFSTED reports comment so frequently on pupils' poor speaking skills and their failure to use language spontaneously and independently, despite the advent of the communicative approach to MFL teaching?
Something to say? brings together key research findings with practical classroom projects to explore possible ways forward. It reviews current coursebook oral exercises and suggests that if pupils' competence is to be developed, they need to engage in more meaningful tasks: to have something that they genuinely want to say. These range from basic pairwork activities in the presentation and practice stages of a lesson, to problem-solving tasks at the end of a unit of work. The final chapter explores how everyday classroom routines can be exploited to generate pupil discussion as well an understanding of grammar. The book invites the teacher as well as his or her pupils to take the initiative. Each chapter is therefore self-contained, allowing teachers to select those which most meet their needs.
This book has been adopted as a set book for the Open University Modern Languages PGCE.
Contents
Introduction • Why bother? • Starting out: presenting and practising new language • Some ideas for guided language production • Guided language production in action • Classroom routines and linguistic progression
2001 | 162pp | ISBN-13: 978-1-902031-86-6 | ISBN-10: 1-902031-86-5 | £15
Boosting boys' motivation in MFL, Barry Jones (2005)
Boys have been shown to do less well than girls when learning a Modern Foreign Language, an issue which was explored in Boys' performance in MFL. Since then, groups of teachers in different parts of the country have been putting into classroom practice the seven recommendations which the report makes. This book presents their projects and offers practical help for readers who may wish to use or adapt suggestions made. Materials are included, where appropriate, to illustrate and further exemplify what has been done. The projects involved boys (and girls) in 9–13 and 11–16 schools and, in the majority of situations, their motivation for learning a foreign language has improved, as has their self-esteem. learning a language is within their capabilities!
Boosting boys' motivation includes descriptions of boys helping their teachers devise materials using PowerPoint for younger learners in the school; a range of possibilities for active, physical participation; competitions which are designed to enhance 'personal bests'; the use of several forms of ICT; positive attitudes to homework engendered by an element of choice; links with groups abroad; and much more. All the projects have been trialled with groups of differing age ranges and abilities; many activities are applicable to primary languages.
Contents
Part 1: Helping boys to improve-school based projects
Focus on what we teach and real uses for the Modern Foreign Language • What
learners can tell us • Making the learning purposes clear • Language models
and instructions • Keeping up, catching up • First foreign language and
second foreign language learning • Working together: MFL departmental strategies
Part 2: Participating schools-particular practices
How the projects came about and developed • An extended project. A case
study of work carried out by Dirk Pereira, St Neots Community School • A
focus on homework. Moira Edmunds, Support Teacher, MFL, Angus Council, Scotland
• Conclusion
2005 | 80pp | ISBN-13: 978-1-904243-38-0 | ISBN-10: 1-904243-38-X | £9
Boys' performance in modern foreign languages Listening to learners, Barry Jones & Gwenneth Jones, with contributions from Helen Demetriou, Peter Downes & Jean Rudduck (2001)
This book presents research findings and recommendations resulting from a project on boys' under-achievement carried out by Homerton College, Cambridge on behalf of QCA. The findings, based on interviews and focus groups with boys – and some girls – in Years 9 and 11, are presented along with sample evidence, including some hard-hitting quotes. It also includes recommendations from the research team, formulated partly as a response to the problems identified, but drawing also on the boys' positive experiences and suggestions. Boys' performance in MFL is essential reading for anyone concerned to understand the reasons behind boys' under-achievement in languages and to support all learners in reaching their full potential.
Contents
Introduction • Approach • The distinctive nature of Modern Foreign Languages • Classroom interaction and interpersonal relationships • Boys' awareness of what helps and what hinders their learning • Teachers' reflections on boys and Modern Foreign Languages • Summary of key findings and recommendations for practice and policy • Conclusion • Bibliography
2001 | 78pp | ISBN-13: 978-1-902031-94-1 | ISBN-10: 1-902031-94-6 | £9
For further CILT publications and full listings click here
