Modern Foreign Languages in the Primary School: The What, Why and How of Early MFL Teaching

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ISBN: 9780749436094 | 0749436093
Cover: Nonspecific Binding
Copyright: 8/1/2001

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For any elementary school considering adding foreign languages to the curriculum, this timely book provides an authoritative overview of the place of modern languages in primary education in the twenty-first century. It is written for anyone with an active role or interest in teaching languages in schools today.. The author is widely recognized as an authority on the debate and practical issues involved in developing the teaching of foreign languages to primary students.

Preface

vii

PART 1: THE `WHY' ISSUES

More phoenix than dodo now

(16)

Lack of primary MFL teaching in England

(6)

The resurrection of primary MFL teaching

(4)

Underpinning developments in the renaissance of primary MFL

(6)

Aims and objectives of primary MFL teaching

(26)

The contribution of MFL teaching to education

(6)

The concept of communicative competence

(7)

Six main aims of primary MFL teaching

(7)

Language acquisition in primary MFL teaching

(6)

PART 2: THE `WHAT AND WHEN' ISSUES

Primary MFL and the National Curriculum

(23)

Background

(3)

Primary MFL and the revised Year 2000 National Curriculum

(2)

The National Curriculum MFL content

(10)

MFL and learning across the National Curriculum

(2)

Primary MFL and the core and foundation subjects

(4)

National Curriculum rationale and primary MFL

(2)

The primary curriculum

(22)

Levels of the primary school curriculum

(1)

Underpinning principles of the primary MFL curriculum

(5)

Indicative content for the primary MFL curriculum

(11)

The QCA Scheme of Work for primary MFL

(1)

Planning the curriculum to raise standards

(4)

Primary MFL and the European dimension

(19)

What is the European dimension?

(2)

The European dimension and MFL teaching

(17)

PART 3: THE `WHO' ISSUES

Primary MFL teachers - the specialists or generalists debate

109

(15)

The importance of primary MFL for all pupils

109

(4)

Advantages and disadvantages of specialist and generalist teaching

113

(4)

The real issues in the specialist and generalist debate

117

(4)

The congruence of generalist intentions and the aims of primary MFL

121

(3)

Primary MFL teachers - education, training and professional development

124

(13)

Teacher supply in primary MFL

124

(2)

The context of ITT in England

126

(2)

Primary MFL and ITT

128

(4)

Training needs of non-specialists

132

(5)

PART 4: THE `HOW' ISSUES

Primary pedagogy and MFL teaching

137

(19)

Good practice in primary pedagogy

137

(3)

Primary pedagogy and cognitive development

140

(3)

Good practice in primary MFL teaching

143

(3)

The role of games in primary MFL teaching

146

(2)

The role of songs in primary MFL teaching

148

(1)

The importance of systematic teaching

149

(3)

Four key ideas of primary MFL

152

(4)

Linguistic progression and continuity

156

(31)

Progression and continuity across age groups and phases of schooling

156

(18)

Planning for progression and continuity

174

(13)

PART 5: FUTURE ISSUES

Future research, development and policy making

187

(12)

At what age should languages be taught?

187

(2)

How much time should be given to primary MFL?

189

(1)

Which languages should be taught?

190

(1)

What can be learnt from the experience of other countries?

190

(2)

How can continuous MFL learning be provided for?

192

(2)

How should teachers of primary MFL be trained and supported?

194

(1)

Should MFL become a statutory part of the primary curriculum?

194

(5)

Afterword

199

(2)

References

201

(5)

Index

206

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Modern Foreign Languages in the Primary School: The What, Why and How of Early MFL Teaching

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Table of Contents

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