Teaching and learning MFL
Language acquisition theory
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Engagement with the theoretical base of language acquisition has the potential
for enhancing the teaching and learning of MFLs in school. Important issues
raised are: the situation of first and second language acquisition, the
roles of the 'mother' tongue and the target language, hierarchies of language
skills, and empathy with the MFL learner.
Improved understanding of challenges posed by, and factors affecting, language learning should result; thus lesson planning and curriculum interpretation by the teacher may eventually better reflect each learner’s needs and aptitudes.
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 | |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Subjects and curriculum |
Q14, Q15 |
| Achievement
and diversity |
Q18, Q19 |
| Health and well-being | Q21 (a) (b) |
| Professional skills | |
| Planning | Q22 |
| Teaching | Q25 (b) (d) |
| Reviewing teaching and learning | Q29 |
Task for trainees
Group discussion
What are the essential differences between learning your 'mother' tongue
(L1) and an MFL (L2) in school? Does the ‘mother’ tongue (L1) have a role
in the MFL classroom?
Observation focus
Have you had a recent experience of learning a language as a beginner, perhaps
on your ITT course? How did it feel to be in the pupils’ shoes again? Can
you identify a pupil in a class you are observing who seems particularly
challenged by the MFL lesson? What do you think are this pupil's needs?
Check your planning
Study the national curriculum Programme of Study and the Levels of Attainment
descriptors. Does there seem to be a bias towards the spoken or the written
word at any stage; do the criteria encourage 'concomitant' development of
listening, speaking, reading and writing?
Check your lesson plan to see if it includes study of both the spoken
and written word. Does your plan develop the spoken and written word together?
