ICT and MFL
Use of ICT to support autonomous language practice
Papers & Further reading | Editorial reviews | Tasks for trainees
Focus
A particular challenge for MFL teaching and learning is that the classroom
teacher is often the only source of accurate and challenging linguistic
interaction for pupils. With their combination of the spoken and written
word and visual images, multi-media resources can bring a language (and
its associated peoples and culture) to life within the classroom, and provide
much needed sources of independent language practice for pupils Specific
objectives should include: sourcing of appropriate multi-media materials
and equipment, teaching ideas specific to particular ICT tools and software,
emerging technologies, creative use of commonly available software packages,
and links to major teaching and learning issues such as access to target
language and cultures, inclusion, motivation, assessment and particularly
learner autonomy. Thus it is hoped the student teacher will perceive ICT-based
resources as a purposeful and stimulating tool which effectively address
a whole range of pedagogical challenges in the field of MFL.
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 |
| 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 | Q12 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q16, Q17 |
| Achievement
and diversity |
Q18, Q19, Q20 |
| Health and well-being | Q21 (a) |
| Professional skills | |
| Planning | Q22, Q23, Q24 |
| Teaching | Q25 (a) (b) (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 |
Tasks for trainees
Group discussion
Identify and share a list of multi-media resources which pupils can use
independently, and how and where you might obtain them for use in your classroom.
Identify and share a list of creative applications of commonly available
software packages, by which your pupils might gain extra practice in using
the target language.
Observation focus
Arrange to watch a colleague taking a class in the ICT suite. Make a note
of the extent to which the ICT-based resources enhance pupil capacity for
practising language skills relating to the SPOKEN word.
Check your planning
Consider where you might introduce extra ICT-based extra practice materials
for any task you set pupils in your planning for the coming week. This could
be in relation to listening, speaking, reading or writing. You may need
to think this out well in advance in the event resources need to be loaned,
and equipment booked out.
