Engaging with others to identify areas of learning

Abstract

This study evaluates how a community of practice of twelve collaborating Modern Foreign Languages teachers can improve students’ literacy levels in the target language and develop learner autonomy. The group of practitioners identified reading as a neglected skill as students and teachers alike consider it to be easier than listening, speaking and writing. The community of practice agreed that taking a phonics approach in reading promotes fluency, which enabled me to create a multipurpose intervention which combined reading aloud with reading comprehension over a series of lessons. The twelve practitioners agreed that the impact of this intervention would be measured by analysing the results of a student questionnaire and by collecting samples of learners’ work. By reading aloud relatable, authentic texts, students enjoyed reading, confidently interpreted longer texts and improved their pronunciation.