Pub Date : 1999-06-01DOI: 10.1080/09571739985200101
Daniel Tierney
This article is based on almost ten years experience of primary language learning in Scotland. It sets out the background, how the pilot project was started and how it moved from there to the present position where a language will soon be taught in almost all Scottish primaries. It gives details of the training: how it was constructed and implemented, the numbers involved, the linguistic background of the teachers and the results. It goes on to look at what is happening in the classroom and reflects on the lessons learned from the Scottish experience.
{"title":"Modern languages in the primary school (MLPS) in Scotland: ten years on","authors":"Daniel Tierney","doi":"10.1080/09571739985200101","DOIUrl":"https://doi.org/10.1080/09571739985200101","url":null,"abstract":"This article is based on almost ten years experience of primary language learning in Scotland. It sets out the background, how the pilot project was started and how it moved from there to the present position where a language will soon be taught in almost all Scottish primaries. It gives details of the training: how it was constructed and implemented, the numbers involved, the linguistic background of the teachers and the results. It goes on to look at what is happening in the classroom and reflects on the lessons learned from the Scottish experience.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-06-01DOI: 10.1080/09571739985200141
Linda Hartley, Marion Spöring
The article addresses three related issues: first, it considers the logical necessity of both teaching and assessing ‘communicatively’; second, it argues that research evidence supports the rationale and validity of using communicative assessments; and third, it provides examples of contextualised communicative assessments in two university language programmes.
{"title":"Teaching communicatively: assessing communicatively?","authors":"Linda Hartley, Marion Spöring","doi":"10.1080/09571739985200141","DOIUrl":"https://doi.org/10.1080/09571739985200141","url":null,"abstract":"The article addresses three related issues: first, it considers the logical necessity of both teaching and assessing ‘communicatively’; second, it argues that research evidence supports the rationale and validity of using communicative assessments; and third, it provides examples of contextualised communicative assessments in two university language programmes.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-12-01DOI: 10.1080/09571739885200241
G. Hare
The World Wide Web has attractions to language teachers as a new source of authentic materials. The article situates the use of Web sites in language learning within concepts of resource-based learning. Practical activities introduce a Web browser, a range of foreign language sites, and Information Gateways.
{"title":"Using the World Wide Web as a Resource in Modern Language Studies","authors":"G. Hare","doi":"10.1080/09571739885200241","DOIUrl":"https://doi.org/10.1080/09571739885200241","url":null,"abstract":"The World Wide Web has attractions to language teachers as a new source of authentic materials. The article situates the use of Web sites in language learning within concepts of resource-based learning. Practical activities introduce a Web browser, a range of foreign language sites, and Information Gateways.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200241","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-12-01DOI: 10.1080/09571739885200251
N. Wright, Maurice Whitehead
This article explores a recent experiment which brought together GCSE modern languages examination candidates and student teachers in training by means of video-conferencing. It argues that the use of the new technology may be beneficial to all parties concerned, given the diminishing opportunities for oral language practice by traditional means.
{"title":"Video-Conferencing and GCSE Oral Practice.","authors":"N. Wright, Maurice Whitehead","doi":"10.1080/09571739885200251","DOIUrl":"https://doi.org/10.1080/09571739885200251","url":null,"abstract":"This article explores a recent experiment which brought together GCSE modern languages examination candidates and student teachers in training by means of video-conferencing. It argues that the use of the new technology may be beneficial to all parties concerned, given the diminishing opportunities for oral language practice by traditional means.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200251","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-12-01DOI: 10.1080/09571739885200301
Carole Gray, A. Williams, A. Marr
This article presents findings from an analysis of discussions between student language teachers and their school-based mentors. Although certain issues were raised which need attention, there was evidence of a reassuring consistency in mentors' interpretations of ‘good practice’ in key areas of modern language teaching as well as of an emphasis on the importance of educational principles.
{"title":"Consistency and Quality in the Mentoring of Student Language Teachers.","authors":"Carole Gray, A. Williams, A. Marr","doi":"10.1080/09571739885200301","DOIUrl":"https://doi.org/10.1080/09571739885200301","url":null,"abstract":"This article presents findings from an analysis of discussions between student language teachers and their school-based mentors. Although certain issues were raised which need attention, there was evidence of a reassuring consistency in mentors' interpretations of ‘good practice’ in key areas of modern language teaching as well as of an emphasis on the importance of educational principles.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-12-01DOI: 10.1080/09571739885200291
James Milton, P. Meara
This paper reports a pilot study which shows that British 14 year olds only have one third to one half of the foreign language vocabulary knowledge of equivalent Greek and German learners. British syllabus objectives and the hours available for formal study are commensurately smaller. It is questioned whether the British GCSE syllabus can meet its own objective to teach communicative ability in a foreign language. The syllabus appears to be particularly disadvantageous to the most and least able learners.
{"title":"Are the British Really Bad at Learning Foreign Languages","authors":"James Milton, P. Meara","doi":"10.1080/09571739885200291","DOIUrl":"https://doi.org/10.1080/09571739885200291","url":null,"abstract":"This paper reports a pilot study which shows that British 14 year olds only have one third to one half of the foreign language vocabulary knowledge of equivalent Greek and German learners. British syllabus objectives and the hours available for formal study are commensurately smaller. It is questioned whether the British GCSE syllabus can meet its own objective to teach communicative ability in a foreign language. The syllabus appears to be particularly disadvantageous to the most and least able learners.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-12-01DOI: 10.1080/09571739885200201
Faye Fleming, Geoff Walls
This paper reports the findings of a small-scale research project focusing upon learning strategies employed by six Year 9 ‘good language learners’ in two mainstream secondary schools in Southampton. The pupils completed language learning tasks and semi-structured interviews were conducted to elicit pupil use of metacognitive and cognitive learning strategies. In addition, teachers were interviewed informally concerning their views on language learning strategies. The data is analysed and used to profile a range of strategies used by ‘good language learners’ and to suggest implications for the National Curriculum for Modern Foreign Languages as well as teaching materials and methodology.
{"title":"What pupils do: the role of strategic planning in modern foreign language learning","authors":"Faye Fleming, Geoff Walls","doi":"10.1080/09571739885200201","DOIUrl":"https://doi.org/10.1080/09571739885200201","url":null,"abstract":"This paper reports the findings of a small-scale research project focusing upon learning strategies employed by six Year 9 ‘good language learners’ in two mainstream secondary schools in Southampton. The pupils completed language learning tasks and semi-structured interviews were conducted to elicit pupil use of metacognitive and cognitive learning strategies. In addition, teachers were interviewed informally concerning their views on language learning strategies. The data is analysed and used to profile a range of strategies used by ‘good language learners’ and to suggest implications for the National Curriculum for Modern Foreign Languages as well as teaching materials and methodology.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-12-01DOI: 10.1080/09571739885200231
J. Conacher, F. Royall
Linguists involved in language teaching and thereby active in the promotion of communicative skills can not afford to by-pass the opportunities presented by developments in technology. As a result many linguists are keenly interested in using such developments in technology in the language classroom. While it is true that the approaches, interests and goals of language teachers/learners vary considerably from those of specialists from other disciplines, in a sense, any and all information available on the Internet is of interest to language teachers/learners. The difficulty or challenge which language teachers may face, however, is to adapt discrete methodological and pedagogical strategies to the use of new technologies in order to meet the language learners' requirements. In this sense, and in order to guarantee the maintenance of high academic standards while ensuring language acquisition, language teachers strive to integrate new pedagogical approaches in language classes and to introduce the principl...
{"title":"An evaluation of the use of the internet for the purposes of foreign language learning","authors":"J. Conacher, F. Royall","doi":"10.1080/09571739885200231","DOIUrl":"https://doi.org/10.1080/09571739885200231","url":null,"abstract":"Linguists involved in language teaching and thereby active in the promotion of communicative skills can not afford to by-pass the opportunities presented by developments in technology. As a result many linguists are keenly interested in using such developments in technology in the language classroom. While it is true that the approaches, interests and goals of language teachers/learners vary considerably from those of specialists from other disciplines, in a sense, any and all information available on the Internet is of interest to language teachers/learners. The difficulty or challenge which language teachers may face, however, is to adapt discrete methodological and pedagogical strategies to the use of new technologies in order to meet the language learners' requirements. In this sense, and in order to guarantee the maintenance of high academic standards while ensuring language acquisition, language teachers strive to integrate new pedagogical approaches in language classes and to introduce the principl...","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-12-01DOI: 10.1080/09571739885200271
Vee Harris
This article argues that offering boys greater choice over what they learn may be one means of addressing their underachievement in modern languages. They may be unable to profit from such independence, however, unless they are also given explicit guidelines as to how to go about their learning.
{"title":"Making Boys Make Progress.","authors":"Vee Harris","doi":"10.1080/09571739885200271","DOIUrl":"https://doi.org/10.1080/09571739885200271","url":null,"abstract":"This article argues that offering boys greater choice over what they learn may be one means of addressing their underachievement in modern languages. They may be unable to profit from such independence, however, unless they are also given explicit guidelines as to how to go about their learning.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-12-01DOI: 10.1080/09571739885200221
Carol Morgan
A bilingual Austrian school with German-speaking and English-speaking pupils and German and English as equal languages of instruction is contrasted with a UK independent school, where German is taught intensively (a daily lesson) to all age groups (4–18). Language status, teaching recruitment, teaching approaches, materials and assessment are discussed.
{"title":"Foreign Language Learning with a Difference.","authors":"Carol Morgan","doi":"10.1080/09571739885200221","DOIUrl":"https://doi.org/10.1080/09571739885200221","url":null,"abstract":"A bilingual Austrian school with German-speaking and English-speaking pupils and German and English as equal languages of instruction is contrasted with a UK independent school, where German is taught intensively (a daily lesson) to all age groups (4–18). Language status, teaching recruitment, teaching approaches, materials and assessment are discussed.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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