Learning to Teach Foreign Languages in the Secondary School

Pachler, Norbert; Evans, Michael D.; Redondo, Alba de la Cruz; Evans, Michael

doi:10.4324/9780203181928

Cited by 15 publications

(18 citation statements)

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“…For example, pupils perceived that the variety of practical activities at each workstation had enhanced their learning and language acquisition in a range of ways, such as developing their vocabulary. These findings concur with Pachler et al's (2014) research that practical lessons with variety encourage participation and promote linguistic improvement as well as individual achievement. In addition, Hood (2006) found that variety brings a positive learning experience in the subject area.…”

Section: Benefits To Pupil Learningsupporting

confidence: 89%

“…During the lessons, the teacher-researcher listened to pupils' conversations, observed the tasks selected by individuals and asked questions to assess pupil progress. In line with Dutton's (1997) Furthermore, the teacher-researcher observed that the pupils experienced a high level of motivation when competing against the clock in fast-paced timed games on a French website, showing pupils' enthusiasm for FL lessons with good pace (Pachler et al 2014). The sense of enjoyment via the computer games was a powerful tool in increasing pupils' desire to succeed and language acquisition, as they worked to complete a level in the game before their time at the activity station was at an end, which aligns with Hilton's (2006) research that the use of information and communication technology (ICT) increases pupil motivation in language learning.…”

Section: Pupil Motivationmentioning

confidence: 69%

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The carousel-style lesson: an effective intervention to enhance motivation and the learning of foreign languages at primary school

Owen

Thomas

2019

The Language Learning Journal

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Although there is a direct link between pupil motivation and successful learning of foreign languages (FL), there appears to be a real paucity of research regarding carousels of activities as a pedagogical intervention, although carousels may often be used in the teaching and learning of FL. Located within two Year 6 French classrooms in a primary school in England, this article explores carousel-style lessons to enhance motivation and FL learning. A case study methodology was implemented and data were collected via observations of pupils engaged in carousels of activities and via questionnaires of pupil perceptions. The subsequent findings demonstrate that carousel-style lessons offer a very effective pedagogical practice in enhancing pupils' FL learning; these lessons are pupil-centred and pupilled; they put pupils at the heart of their own learning and give them the locus of control of their learning; and they align well with motivational orientations, with a subsequent positive impact on pupil motivation and competence.

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Section: Benefits To Pupil Learningsupporting

confidence: 89%

Section: Pupil Motivationmentioning

confidence: 69%

The carousel-style lesson: an effective intervention to enhance motivation and the learning of foreign languages at primary school

Owen

Thomas

2019

The Language Learning Journal

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“…Additionally, the MT has been found to assist in creating good teacher-student relationships and a relaxed environment (Littlewood & Yu, 2011;Pachler & Field, 2001;Polio & Duff, 1994;Qian, 2009;Rolin-Ianzity & Varshney, 2008). Pachler, Evans, Redondo and Fisher (2001), for instance, found that a lack of the MT prevented teachers from making connections with their learners and instead contributed towards setting up a barrier. In addition, the MT is considered particularly effective when employed by teachers to discipline students and maintain order when they fail to comply with instructions (Macaro, 2001;Polio & Duff, 1994;Tang, 2002).…”

Section: Mt and Tl Use In The Classroommentioning

confidence: 99%

Towards an Understanding of Target Language Use in the Efl Classroom: A Report From Norway

Krulatz

Neokleous

Henningsen³

2016

IJ21CE

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For a considerable number of years, mother tongue (MT) use has been ostracized in English as a foreign language (EFL) classrooms as a form of poor teaching that negatively affects target language (TL) acquisition (McMillan and Rivers, 2011). However, research on the potential disadvantages of teaching approaches that integrate MT use is inconclusive, as is research on the positive effects of an all-TL learning environment (Hall and Cook, 2012). Thus, EFL teachers who share the same language with their students are often left wondering to what extent and in what contexts they should employ TL and MT. Unlike the curricula of other countries, where policy makers often suggest the maximal use of TL, the Norwegian curriculum for the subject of English does not contain any direct statements prescribing English as the sole language of instruction. The present study investigated the perceptions of Norwegian primary school teachers in different grades regarding their TL use when teaching EFL using an online survey. Specifically, the project addressed the following research questions: (1) How often do teachers use English in the EFL classroom? (2) In what situations and for what purposes do teachers use the TL? (3) Is there a correlation between years of teaching experience and the amount of TL use in the classroom? (4) Do teachers who have college credits in English employ the TL to a larger extent than the teachers who do not? The participants’ self-reports suggest that while the TL is used up to 50% of the time, its use varied from giving instructions and stating objectives to giving praise and criticism. This implies that Norwegian teachers may employ the TL to a lesser extent than the existing literature suggests (Macaro, 2005). However, no correlation was found between the amount of TL used and teachers’ expertise in and experience teaching the TL. To caution against an overdependence on MT, the article concludes by reiterating the need to develop and define systematic practices of MT use that facilitate foreign language acquisition and by calling for future research to shed light on bilingual or multilingual approaches in foreign language teaching.

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“…The role of grammar was not dismissed when communicative language teaching was developed in the 1970s and 1980s (see Salter 1989: 4;Wilkins 1974: 4-15). 5 Teacher educators recognise that 'the ability to use language grammatically correctly is a key component and an integral part of effective communication in the target languages', to quote a companion to study very widely used in initial training for MFL (Pachler et al 2014). The importance of effective grammar teaching has been consistently upheld by HMI 6 and GCSE syllabuses have always specified the grammar which candidates should cover.…”

Section: Issues In Teaching and Learningmentioning

confidence: 99%

Towards ‘MFL for all’ in England: a historical perspective

Dobson

2018

The Language Learning Journal

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This article considers the provision of modern foreign languages (MFL) in England since the 1970s in the context of wider curricular change and also taking into account Europe-wide developments in MFL. It charts the changes implemented over almost three decades to England's National Curriculum for MFL at secondary level (from ages 11 to 16) and highlights the significant roleparticularly before 2010of Her Majesty's Inspectors of Schools (HMI) in evaluating curricular innovation and support for MFL teacher development. Perennial issues over this period include: the range of languages studied; the gender bias in the uptake of MFL; the low uptake of MFL after the age of 14; use of the target language and the role of grammar. The article highlights the limitations for MFL in England resulting from restricted time allocations; the lack of coherence and continuity in policy implementation; and the recent loss of support infrastructure for MFL teachers. Finally, the author reflects on the UK's participation in Council of Europe and European Union projects and the extent to which MFL in England has been influenced by these.

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Learning to Teach Foreign Languages in the Secondary School

Cited by 15 publications

References 0 publications

The carousel-style lesson: an effective intervention to enhance motivation and the learning of foreign languages at primary school

The carousel-style lesson: an effective intervention to enhance motivation and the learning of foreign languages at primary school

Towards an Understanding of Target Language Use in the Efl Classroom: A Report From Norway

Towards ‘MFL for all’ in England: a historical perspective

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