By Patricia Driscoll, David Frost
This article is addressed to coverage makers and lecturers who're contemplating the possiblity of having excited about the instructing of MFL within the basic school.
content material: half One: coverage and intent bankruptcy 1. smooth international languages within the fundamental college: a clean commence Patricia Driscoll bankruptcy 2. instructor services within the fundamental sleek overseas languages school room Patricia Driscoll bankruptcy three. coverage concerns for basic smooth languages Lesley Low half : lecture room concerns bankruptcy four. The 4 language talents: the complete works! Alison Hurrell bankruptcy five. educating within the aim language Peter Satchwell bankruptcy 6. school room connections John Muir bankruptcy 7. video games and songs for educating glossy languages to children Glynis Rumley bankruptcy eight. assets for the educating of contemporary international languages within the basic college Shelagh Rixon bankruptcy nine. Intercultural competence and overseas languages within the fundamental college Michael Byram and Peter Doye bankruptcy 10. Inter-school collaboration throughout Europe Michael Evans half 3: destiny improvement bankruptcy eleven. sleek overseas languages within the fundamental institution in England: a few implications for preliminary instructor education Keith Sharpe bankruptcy 12. constructing fundamental MFL: a instructor led, community-focused procedure David Frost bankruptcy thirteen. A examine time table for contemporary languages within the fundamental university Richard Johnstone Appendix
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P: Je préfère un lapin. T: Pour manger? P: (pupil looked confused) T: Pour manger? (rubbing her tummy) Yum yum. T: Ou comme un animal a la maison? P: Un animal a la maison. P: Tu aimes la maison? P: Oui. T: Pourquoi? P: err Elle est grand. T: Grande, bien (teacher corrected the pronunciation, quietly) In the activity phase the teacher used a variety of activities to extend and reinforce the linguistic tasks: paired dialogues, ‘un sondage’ and listening comprehension were frequent features. The specialist lessons were speckled with incidental references to how a French person might express themselves, or with cultural nuances which gave a taste of the unique and essential character of France.
The generalist teachers were allocated a teaching pack which consisted of a video to help present the language and cultural information and teaching notes which set out a number of teaching activities. The teaching aids for the specialists were flash cards and an audio cassette for listening comprehension. Pupils were provided with printed ‘cartoon-style’ booklets for their written work. The management of the teaching and learning The linguistic proficiency of the teacher had a powerful impact on the way the teaching was managed.
This has important implications for the teacher’s own cultural knowledge and awareness; the teacher needs to be able to access relevant cultural information and step outside of their own culture in order to obtain a fresh perspective. Doyé (1995) argues that for teachers to facilitate intercultural learning in their pupils they themselves need to be international and intercultural learners so they can see cultural variables side by side (see also Byram and Doyé in this volume). In the main, British people are not exposed to the language and culture of other European countries in the way that other Europeans are exposed to the AngloAmerican language and culture through the media, and so on.