Attitudes To Modern Foreign Language Learning

Draws on comparative education to offer an insight into the development of modern foreign language learning.

"Drawing on the results of a tri-national comparative survey of secondary pupils' attitudes towards Modern Foreign Language Learning (MFLL), this book illustrates both the importance and nature of learner attitudes and the contribution of comparative education to our understanding of educational issues. Questions considered include: What is the nature of the pupils' attitudes to the educational dimensions of learning French, German and English in each country? To what extent do educational factors influence the pupils' attitudes to learning each language in each country? How similar are the pupils' attitudes to MFLL within and between the three countries? What judgements can be made about the relative significance of educational and socio-cultural influences on pupil attitudes to MFLL in each country?."--

Modern languages are taught to young learners at an increasingly early age, yet few publications focus on what is available to children in different contexts and classrooms. This book represents the state-of-the-art in research on young language learners. Covering a range of languages, contexts and research methods, it provides insights into how young learners progress.

Academic Studies in Foreign Language Education

The aim of Thinking Through Modern Foreign Languages is to provide thinking strategies that challenge and motivate pupils when teaching languages, and to stimulate thinking skills; moving away from 'teach, test, tick' methods in the languages classroom This book helps language teachers to improve their practice, make lessons more exciting and challenging for all concerned, and make pupils better learners. It connects theory and practice. The nine strategies included in Thinking Through Modern Foreign Languages have been classroom tested by teachers in a wide range of contexts. There is a body of theory that both helps to explain why the strategies work and how they can be exploited to maximum value. They provide a huge stimulus for professional development - they create enthusiasm, new ideas, the need to collaborate and to find out more about pupils' learning. The thinking strategies are deeply embedded in the National Curriculum and other national strategies which stress a focus for pupils on 'knowing how' as well as 'knowing what' - Learning how to learn.The five National Curriculum identified thinking skills of information-processing; reasoning skills; enquiry skills; creative thinking skills; evaluation skills are fully covered as are the key skills of communication; working with others; improving one's own learning and performance and problem solving. There are also cross-curricular benefits to Thinking Through Modern Foreign Languages which spread to Citizenship and PSHE. Teaching thinking contributes in quite spectacular ways to the Breadth of Study prescribed for pupils during Key Stages 3 & 4 through: *Communicating in the target language in pairs and groups, and with their teacher. *Expressing and discussing personal feelings and opinions. *Producing and responding to different types of spoken and written language. *Using the target language creatively and imaginatively. Thinking Through Modern Foreign Languages provides opportunities to promote Thinking Skills through: *Developing pupils' ability to draw inferences from unfamiliar language and unexpected responses. *Enabling pupils to reflect on the links between languages.*Developing pupils' creative use of language and expression of their own ideas, attitudes and opinions. Thinking Through Modern Foreign Languages opens up many possibilities for teachers and pupils and that in itself is liberating: *Opportunities for exploratory talk, both in and about the target language. *Giving pupils the space to think out loud, to make mistakes, to learn from each other. *Moving away from the transactional type of language and the rote learning that has tended to dominate language learning for too long. *Moving towards opportunities for meaningful interaction in the language and engagement with the language at more than a superficial level. The diagnostic value of Thinking Skills lessons helps teachers to do their job more efficiently. Lesons which 'take the lid off' how children think and learn, free teachers to make informed choices about how and when they might best intervene to take learning forward.

This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

Issues in Modern Foreign Languages Teaching draws together a range of issues in the teaching of modern foreign languages into one volume that will encourage students and newly qualified teachers to consider and reflect on the issues so that they can make a reasoned and informed judgement about their teaching of MFL. It will be relevant for students and newly qualified teachers at both primary and secondary level and will fill a gap in their knowledge due to time constraints - and an emphasis on standards - on ITT and PGCE courses.