Why do we need to review the MFL curriculum?

2002

This book sets out the agenda for the future of modern language teaching in schools. It aims to look beyond the dominant methods of second language teaching to a new approach emphasising the integration of language learning within the wider curriculum. Through research and case studies from the UK,

2021

This paper argues for a place for linguistics within the UK Modern Languages curriculum as part of a more pluralistic approach to languages study. Based on an intervention involving over 300 A-level students of French, German and Spanish, we demonstrate: 1) that it is feasible and appropriate to include linguistics topics on the A-level Modern Foreign Languages (MFL) curriculum; 2) that many of these topics are inherently interesting for A-level language students; and 3) that pupils report increased confidence in their language skills after having been exposed to a short linguistics course (four hours). In light of our further finding that there is already considerable untapped scope for linguistics within the current formal framework of the A-level MFL qualification, we recommend that linguistics topics should be included in MFL A-levels as a matter of priority. This is the case not least because linguistics has the potential to attract new pupils to the study of MFL, while also providing a crucial bridge between language skills and cultural content, which are so often kept apart in existing MFL curricula. Lastly, we argue that the introduction of linguistics into languages teaching raises awareness of the harmfulness of deeply entrenched prescriptive and standard-language-ideological beliefs in schools, and this will lead to a more inclusive discipline.

1990

A preliminary analysis of the language syllabuses and language students at Southampton University (England) is used to determine needed improvements in language teaching methodology and to establish clear aims and objectives that will build on students' previous experiences, plug gaps that remain, and relate this language learning to the components of the courses and to future professional use of the language. An emphasis on translation skills would remain, but would shift from being that of preparing students for a prose or unseen in the final examinations to that of preparation for more vocationally-focused language learning. The paper suggests that the typical translation/prose-based program plus unstructured conversation classes constitute inappropriate methodology for foreign language teaching and has limited objectives. After detailed descriptions of the students and the particular language program at Southampton University (England) , it is concluded that it remains essential to convince colleagues of the need for language specialists and to explain the rationale and goals of new language teaching methods to both students and teachers. (Contains four references.) (NAV/Author) Reproductions supplied by EDRS are t' e best that can be made from the original document.

2020

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity. Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for 'minority' and 'heritage' languages, as well as discussing controversies about the current provision of English and Languages programs around the world.

The New Modern Foreign Language Curriculum 2013 in the UK appeared to be designed under the EU Language Education Policy. This Curriculum had to be effectively launched from September 2016. This paper examines the extent to which this MFL Education System in the UK is certainly designed to match the EU Language Education Policy and, also, whether these requirements responded to the social, economic and intercultural needs of the communities in the UK, before and after Brexit. Therefore, this paper explores EU Language Education Policies and MFL National Curricula in the UK during the EU era. Findings would suggest that they might not match EU Policies, curiously, anticipating Brexit results, but also that this might not be the expression of a great segment of the British population’s education necessities. El Nuevo Currículum de la Enseñanza de Lenguas Extranjeras 2013 en Reino Unido aparece como ser diseñado bajo las directrices de la normativa de la Educación de Lenguas de la Unión Europea. Este Currículum tenía que ser efectivamente implementado desde Septiembre de 2016. Este ensayo examina hasta qué punto este sistema educativo en la Enseñanza de Lenguas Extranjeras (MFL) en Reino Unido está realmente designado para cumplir con la normativa Europea de Enseñanza de Lenguas y, también, hasta qué punto estos requerimientos responden a las necesidades sociales, económicas e interculturales de las comunidades en Reino Unido, antes y después del Brexit. Por lo tanto, este estudio explora la Normativa Europea y los currículos nacionales británicas en MFL durante la era Europeísta en Reino Unido. Hallazgos podrían sugerir que los currículos británicos en la Enseñanza de Lenguas no solamente no corresponden con las normas de la Unión Europea, curiosamente adelantándose a los resultados del Brexit, sino que tampoco podrían ser la expresión de las necesidades en materia de Educación de gran parte de la población británica.

2020

Council of Europe, Strasbourg, 2002

It has been widely recognised in the language teaching profession that learners need not just knowledge and skill in the grammar of a language but also the ability to use the language in socially and culturally appropriate ways. This was the major innovation of 'communicative language teaching'. At the same time, the 'communicative approach' introduced changes in methods of teaching, the materials used, the description of what is to be learnt and assessment of learning. The Council of Europe's 'Common European Framework of Reference' embodies these innovations and also emphasises the importance of 'intercultural awareness', 'intercultural skills', and 'existential competence' (see Appendix 1). The 'Common European Framework', like other recent publications, thus introduces the 'Intercultural Dimension' into the aims of language teaching. Its essence of is to help language learners to interact with speakers of other languages on equal terms, and to be aware of their own identities and those of their interlocutors. It is the hope that language learners who thus become 'intercultural speakers' will be successful not only in communicating information but also in developing a human relationship with people of other languages and cultures.

… of the 2006 International Conference on …, 2006

The Journal of AsiaTEFL, 2020

Learning a second language (L2) provides a pathway to explore other worldviews and cultural values. However, most L2 learners cannot reach high levels of proficiency due to the lack of opportunities to reinforce what they have learned. Previous L2 studies have shown that if students have no opportunity to apply their knowledge, they forget over 50% of what they have learned within the first 24 hours, and 80% after a week (Gallon, 2016). Even those who achieve high scores in language assessment may not be fluent enough for intercultural communications, because most language textbooks focus on linguistic accuracy, rather than sociolinguistic rules. The gap between textbook discourse and authentic conversation prevents many students from applying what they have learned into practice (Gilmore, 2007). Addressing the above concerns, in this edited collection, Romanowski and Bandura adopted a sociocultural approach to learn and acquire L2 in multifaceted contexts through exploring different topics, such as L2 learning in multicultural classrooms, teacher education, L2 and telecommunication and virtual collaboration platforms. The learning cultures are highlighted as a key for linking L2 learning to practice. The book is comprised of 12 chapters written by language researchers based on their empirical research or first-hand professional experience. The authors not only come from English-speaking countries, but also from Eastern Europe, South America and East Asia. Their diverse backgrounds and experiences offer a global view of second/foreign language learning and addresses the concerns from both the teacher's and learner's perspectives. The chapters are organized in three sections. Section 1, titled "Challenges of Intercultural Encounters and Foreign Language Education", begins with a chapter by Éva Csillik, who shares her English teaching experience in a multicultural/multilingual classroom where a lingua franca is necessary to enable classroom communication. Chapter 2 provides a student's perspective through examining the L2 learning processes of 258 Syrian refugees in Turkey. The role of L2 learning is highlighted as the key to successful sociocultural adjustment, which brings benefits to both asylum seekers and the host community. Chapter 3 also focuses on the learner's view by examining how students dealt with intercultural clashes in their online communication. This chapter reveals the language differences in perceived norms of politeness between university staff and students. A seldom-researched issue, the gap between textbook language and authentic conversations in daily life, is also highlighted. The fourth chapter takes a more comprehensive view by explaining how culturally-based factors affect students' cross-/intercultural communication in different contexts. The author also makes profound suggestions about how students and teachers can develop cultural awareness. Section 2 focuses on curriculum development and gives suggestions for improving L2 intercultural learning. This section begins with Chapter 5, "Intercultural Language Teaching in an Era of Internationalization," which explains the conceptual difference between internationalization and internationalism. The author argues that L2 learning in university is not simply for seeking better career opportunities, but also for receiving an education in global values. It encourages students to have more international interactions to develop their intercultural competence. Chapter 6 uses a narrative approach