ICT and MFL
Opportunities offered by electronic communication
Papers & Further reading | Editorial reviews | Tasks for trainees
Focus
The ever-increasing capability of computer-mediated communication via the
internet has opened up a world of learning beyond the classroom walls. Specifically
in the context of MFL, the significant development in the overall context
of e-learning has been that of the possibility for pupils to communicate
with peers in a target language country, either with a rapid response time
or in real time, via the spoken or written word and with visual contact.
To access and utilise this exciting and developing area, study objectives
for student teachers need to include the operation of the relevant hardware
and software tools, communication protocols and local variations, and the
pedagogical implications for monitoring, assessment and motivation. By being
able to offer the opportunity to communicate with target-language speaking
peers, it is hoped the student teacher may enhance the learning experience
and attainment levels of his/her pupils promoting more positive attitudes
to speaking a foreign language and interacting with other cultures.
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 | |
| Relationships with children and young
people |
Q1, Q2 |
| Frameworks |
Q3 (a) (b) |
| Communicating
and working with others |
Q6 |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q16, Q17 |
| Achievement
and diversity |
Q18, Q19 |
| Health and well-being | Q21 (a) |
| Professional skills | |
| Planning | Q22, Q23, Q24 |
| Teaching | Q25 (a) (b) (d) |
| Reviewing teaching and learning | Q29 |
| Learning environment | Q30, Q31 |
| Team work and collaboration | Q32 |
Tasks for trainees
Group discussion
Draw up a list of all the possibilities you can think of for putting your
pupils in direct contact with the target language speakers and culture.
Then put the list in 2 rank orders; desirability and feasibility.
Observation focus
Seek out an opportunity to observe CMC links in action. Make notes on how
pupils are briefed and have been prepared.
Check your planning
Look through your current schemes of work and planning identify an opportunity
for conducting an assessment on a particular topic area via a CMC link with
a sample of pupils from one of your classes. A Y10 class may prove the most
viable option.
