By K. Field

Issues in glossy international Languages Teaching attracts jointly a variety of concerns within the educating of contemporary international languages into one quantity that will inspire scholars and newly certified lecturers to contemplate and contemplate the problems so they can make a reasoned and expert judgement approximately their educating of MFL. will probably be appropriate for college kids and newly certified academics at either fundamental and secondary point and should fill a spot of their wisdom because of time constraints - and an emphasis on criteria - on ITT and PGCE courses.

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If the learner is aware of the value of MFL learning as a means of assisting developing other curriculum areas, then inevitably the level of motivation will rise. The changing place of Modern Foreign Languages in the curriculum 15 The argument supports the view that MFLs should be made available to non-specialist learners. The elitist nature of MFL learning through to the 1970s has persuaded teachers of the need to set by ability. Teacher-centred teaching methods encouraged a culture of reliance, and compartmentalisation led to a focus on higher level language learning skills.

B. (1957) The Effect of High School Foreign Language Study on Freshmen Test Scores at Alabama Polytechnic Institute School and Society LXXXV , Alabama Institute, pp. 203–5. Simon, B. Shelton Mayes (1994), Teaching and Learning in the Secondary School , Milton Keynes: Open University. Skinner, B. (1957) Verbal Behaviour , New Jersey: Prentice Hall. SSEC (1963) Secondary Schools Examination Council Bulletin No. 1 , London: HMSO. H. (1963) Foreign Languages in Primary Education , Hambury: UNESCO Issues in modern foreign languages teaching 20 Institute for Education.

Clear recommendations were made that MFL teachers should join forces with English teachers to develop whole school language across the curriculum projects. It seems almost absurd now that one could not recognise the value of learning a foreign language in terms of increasing language awareness and learning skills. However the supremacy of Latin early in the century, and the continued belief that Modern Languages were utilitarian failed to lead to a culture of interdisciplinary cooperation. Only from 1981 were MFLs seen as an entitlement to all pupils, and indeed was viewed by many as a hindrance to pupils with general language problems.

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