CART

(0) items

Modern Foreign Languages in the Primary School: The What, Why and How of Early MFL Teaching,9780749436094

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

by
Edition:
1st
ISBN13:

9780749436094

ISBN10:
0749436093
Format:
Nonspecific Binding
Pub. Date:
8/1/2001
Publisher(s):
Routledge
List Price: $61.95

Buy New Book

Usually Ships in 3-5 Business Days
N9780749436094
$52.66

eBook


 
Duration
Price
$37.80

Rent Book

We're Sorry
Sold Out

Used Book

We're Sorry
Sold Out

More New and Used
from Private Sellers
Starting at $37.05
See Prices

Questions About This Book?

What version or edition is this?
This is the 1st edition with a publication date of 8/1/2001.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

Summary

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.

Table of Contents

Preface vii
PART 1: THE `WHY' ISSUES
More phoenix than dodo now
3(16)
Lack of primary MFL teaching in England
3(6)
The resurrection of primary MFL teaching
9(4)
Underpinning developments in the renaissance of primary MFL
13(6)
Aims and objectives of primary MFL teaching
19(26)
The contribution of MFL teaching to education
19(6)
The concept of communicative competence
25(7)
Six main aims of primary MFL teaching
32(7)
Language acquisition in primary MFL teaching
39(6)
PART 2: THE `WHAT AND WHEN' ISSUES
Primary MFL and the National Curriculum
45(23)
Background
45(3)
Primary MFL and the revised Year 2000 National Curriculum
48(2)
The National Curriculum MFL content
50(10)
MFL and learning across the National Curriculum
60(2)
Primary MFL and the core and foundation subjects
62(4)
National Curriculum rationale and primary MFL
66(2)
The primary curriculum
68(22)
Levels of the primary school curriculum
68(1)
Underpinning principles of the primary MFL curriculum
69(5)
Indicative content for the primary MFL curriculum
74(11)
The QCA Scheme of Work for primary MFL
85(1)
Planning the curriculum to raise standards
86(4)
Primary MFL and the European dimension
90(19)
What is the European dimension?
90(2)
The European dimension and MFL teaching
92(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


Please wait while the item is added to your cart...