Skip to main content

DfE desperate for language teachers

This is from the gov.uk website. They are trying to increase the supply of ML teachers to enable schools to offer the Ebacc suite of subjects at GCSE. Look at what the site says:

"As a lead school, you can apply for up to £30,000 funding for teacher subject specialism training in MFL. This can help you address workforce challenges to support the English Baccalaureate (EBacc).

The purpose of teacher subject specialism training for MFL is to provide school-led MFL subject specialism training to non-specialist teachers and MFL subject specialism training to specialist MFL teachers who:

- are not currently teaching MFL and may need refresher training to enable a move back into an MFL teaching role
- may be looking to teach a new language in addition to their language specialism

This will build capacity within the system to enable schools to address strategically workforce and deployment challenges to support delivery of the Ebacc and build the skills necessary to enable non-specialists to move into an MFL teaching role or upskill non-specialists already undertaking an MFL role.

The priority target groups for secondary MFL are:

- teachers not currently teaching MFL with post A level MFL qualifications;
- teachers not currently teaching MFL with good A level MFL qualifications;
- teachers not teaching MFL who are native/near native speakers;
- non-specialist teachers currently teaching MFL in addition to their specialist subject;
- specialist MFL teachers who are not currently teaching MFL and who need refresher training to enable a move back into an MFL role;
- specialist MFL teachers who have the capacity to teach a new language in addition to their language specialism".

So, it seems that the DfE consider an A-level in a modern language an adequate qualification to teach in secondary school. Being a native or near-native speaker is also fine. They are also happy for existing specialist teachers to mug up on another language.

Does this not smack of desperation? I thought the government expected teachers to have a 2.1 degree in their subject, not just A-level. Would they be just as happy to A-level mathematicians teaching secondary mathematics?

In short, they are willing to put anyone in front of pupils who can get by a bit with either limited pedagogical knowledge or mediocre language proficiency. This is their response to the "workforce challenge". Need one say more?

Here is the link:

https://www.gov.uk/guidance/teacher-subject-specialism-training-funding-for-schools#modern-foreign-languages-mfl


- Posted using BlogPress from my iPad

Comments

Popular posts from this blog

The latest research on teaching vocabulary

I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.

1.  Background

The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as  communicative language teaching.

(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for frenchteacher.net three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from pixabay.com to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:





Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…

Designing a plan to improve listening skills

Read many books and articles about listening and you’ll see it described as the forgotten skill. It certainly seems to be the one which causes anxiety for both teachers and students. The reasons are clear: you only get a very few chances to hear the material, exercises feel like tests and listening is, well, hard. Just think of the complex processes involved: segmenting the sound stream, knowing lots of words and phrases, using grammatical knowledge to make meaning, coping with a new sound system and more. Add to this the fact that in England they have recently decided to make listening tests harder (too hard) and many teachers are wondering what else they can do to help their classes.

For students to become good listeners takes lots of time and practice, so there are no quick fixes. However, I’m going to suggest, very concisely, what principles could be the basis of an overall plan of action. These could be the basis of a useful departmental discussion or day-to-day chats about meth…

Delayed dictation

What is “delayed dictation”?

Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. Some teachers have even used the delay time to try to distract students with music.

It’s an added challenge for students but has significant value, I think. It reminds me of a phenomenon in music called audiation. I use it frequently as a singer and I bet you do too.

Audiation is thought to be the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present. You can audiate when listening to music, performing from notation, playing “by ear,” improvising, composing, or notating music. When we have a song going round in our mind we are audiating. When we are deliberately learning a song we are audiating.

In our language teaching case, though, the earworm is a word, chunk of l…

GCSE and IGCSE revision links 2018

It's coming up to that time of year again. In England and Wales. Here is a handy list of some good interactive revision links for this level. These links are also good for intermediate exams in Scotland, Ireland and other English-speaking countries. You could copy and paste this to print off for students.

Don't forget the GCSE revision material on frenchteacher.net of course! How could you?

As far as apps for students are concerned, I would suggest the Cramit one, Memrise and Learn French which is pretty good for vocabulary. For Android devices try the Learn French Vocabulary Free. For listening, you could suggest Coffee Break French from Radio Lingua Network (iTunes podcasts).

Listening
http://www.bbc.co.uk/schools/gcsebitesize/french/ (Foundation/Higher) http://www.bbc.co.uk/languages/french/ (Foundation/Higher)
http://www.audio-lingua.eu/spip.php?rubrique1&lang=fr (Foundation/Higher) http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/french/fr-video-index.shtml