Using the History of Language Learning and Teaching to engage the present and improve the future

该项目将开发用于语言教师培训和持续专业发展（CPD）的材料，以解决语言教师培训中对历史视角的充分需求，使用语言学习和教学史（HoLLT）的研究来告知语言教学实践和政策。它将借鉴最近在AHRC资助的研究网络“走向现代外语教学史”中产生的HoLLT研究。以当今与教学实践直接相关的五个关键主题为例，我们将把HoLLT嵌入语言教师培训和CPD中，以回应教师从HoLLT框架中受益的证据，HoLLT让他们反思和批评自己和他人的实践和政策。我们的教材将把研究成果转化为适合在职教师需求的教材，与他们目前和未来的角色建立明确的联系，这些教材的设计是为了在没有专家投入的情况下用于培训，以便它们可以广泛使用并嵌入培训中。我们将把对语言教师专业学科历史的理解纳入培训，就像医学史现在为医学培训提供信息一样，使教师在课堂上更具批判性反思，从而更有效地作为教师，并成为语言学习和多种语言的倡导者。并将分发给我们的初始教师培训提供者和教师网络。为了确保良好的接受率，我们将在英国四个国家的五个专门研讨会上与教师和培训机构一起推出持续专业发展材料，这些研讨会由我们的项目合作伙伴赞助和宣传，他们是英国主要的语言教师协会和持续专业发展中心。这些软件包为教师提供了他们需要使用的工具包，以便对他们当前和未来的实践做出决定。这五个主题都解决了语言教学中的热门话题，为每个关键主题提供了历史视角：1。语言教学中的差异性和多样性2.文化教育是什么意思？3.谁怕语法和翻译？4. 5、课堂上的目标语言。为语言辩护--政策和宣传该项目是支持教师培训、实践和宣传技能的一项重要干预措施，目前语言学习正在急剧下降，尽管企业中存在明显的语言赤字，并在各个层面积极努力重振语言学习（参见英国学院报告Born Global 2016）。

This project will develop materials for use in language teacher training and Continuous Professional Development (CPD) to address a well-evidenced need for a historical perspective in language teacher training, using research in the History of Language Learning and Teaching (HoLLT) to inform language teaching practice and policy. It will draw on recent research in HoLLT generated in the AHRC-funded Research network 'Towards a History of Modern Foreign Language Teaching and Learning'. Taking five key themes of immediate relevance to teaching practice today, we will embed HoLLT in language teachers' training and CPD, responding to evidence that teachers benefit from the framework that HoLLT gives them to reflect on and critique their own and others' practice and policy. Our materials will translate research into packages tailored to the needs of practising teachers, making explicit links to their current and future roles, and they are designed to be used in training without expert input, so that they can be widely used and embedded in training. We will incorporate an understanding of the history of language teachers' specialist discipline in training, in the way that history of medicine now informs medical training, equipping teachers to be more critically reflective in the classroom and thus more effective as teachers, as well as to be advocates for language learning and multilingualism.Five themed training packages will be produced and made freely available, and will be distributed to our networks of initial teacher training providers and teachers. To ensure good take-up, we will launch the CPD materials with teachers and training providers at five dedicated workshops in the four nations of the UK, sponsored and publicized by our project partners, who are the main language teacher associations and CPD centres in the UK. The packages give teachers the toolkit they need to use the past in order to make decisions about their current and future practice. The five themes all tackle topical concerns in language pedagogy, providing a historical perspective on each of the key themes:1. Differentiation and diversity in language teaching 2. What does it mean to teach culture? 3. Who's afraid of grammar and translation? 4. The target language in the classroom 5. Making the case for languages - policy and advocacy The project is a crucial intervention in supporting teachers' training, practice and advocacy skills, at a time when language learning is in steep decline, despite the well-evidenced languages deficit in businesses, and energetic efforts to reinvigorate it at all levels (see e.g. the British Academy report Born Global 2016).