Professional Development Consortium in Modern Languages

现代语言专业发展联盟

• 批准号: ES/J010286/1
• 负责人: Suzanne Graham
• 金额: $ 12.74万
• 依托单位: University of Reading
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2012
• 资助国家: 英国
• 起止时间: 2012 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FJ010286%2F1
• 关键词: Professional; Development; Consortium; Modern; Languages

The decline in popularity of Modern Foreign Languages (MFL) in England and the wider UK is well-documented. In the summer of 2010, for example, French was no longer in the 'top ten' in terms of numbers of 16 year olds taking it as a GCSE examination. Equally, in a summary of reports from 2004-2007, OFSTED (2008) indicate that in the teaching and learning of MFL in England there are still many areas for improvement. Attainment (as judged by teacher assessment) is described as being below that in other subjects, with particular weaknesses in speaking and writing. Indeed the most recent OFSTED (2011) report identifies a lack of opportunities given to students in KS3 and KS4 to speak and write, particularly in terms of being able to express what they want to say. Reading and listening are also areas of concern in the report. It has been argued that the teaching of MFLs in England is based upon a curriculum and assessment model which has insecure foundations in theory and research evidence (Mitchell, 2003). Our work in Initial Teacher Education also makes us aware of a divide between what research indicates are the principles of effective language teaching and learning and the practice that is common in MFL classrooms. This project aims to close this divide and thus has the potential to have a significant impact on the teaching and learning of foreign languages in the UK Against this rather pessimistic background within England, there is a substantial body of international research in the field of second/foreign language education that highlights certain key principles that underpin effective teaching and learning (Ellis, R., 2005). These principles have been investigated in our own research in the context of English schools and have been shown to be highly effective. In this follow-on project we intend to help close the divide between research evidence and practice and consequently improve the teaching and learning of MFLs in England by taking further the work of a Professional Development Consortium in Modern Foreign Languages established in the South of England, and whose members (the applicants and MFL school teachers from four schools) have collaborated on the development of this proposal. The Consortium will initially (in Phase 1) produce training materials that will then be used to embed research-based principles into MFL teaching in a wider range of schools and in Initial Teacher Education in Phase 2, through a series of six workshops. Schools participating in these training events will then be supported to implement the principles presented at the workshops into their teaching. Tutors from Initial Teacher Education establishments will be asked to incorporate the principles into their work with trainee teachers. The impact of the training on workshop participants will be evaluated through a questionnaire and also through a report from school MFL departments, outlining how they have integrated the principles into the work of the department.

现代外语(MFL)在英格兰和更广泛的英国的受欢迎程度下降是有据可查的。例如，2010年夏天，在参加GCSE考试的16岁青少年人数方面，法语不再是前十名。同样，在2004-2007年的报告摘要中，Ofsted(2008)指出，在英格兰的MFL教与学方面仍有许多需要改进的地方。成绩(根据教师评估)被描述为低于其他科目，尤其是在口语和写作方面。事实上，Ofsted(2011)的最新报告指出，KS3和KS4的学生缺乏说话和写作的机会，特别是在能够表达他们想要表达的内容方面。阅读和听力也是报告中关注的领域。有人认为，英国的外语教学是以课程和评估模式为基础的，这种模式在理论和研究证据上都是不可靠的(Mitchell，2003)。我们在初始教师教育方面的工作也让我们意识到，研究表明有效语言教与学的原则与MFL课堂上常见的实践之间存在着鸿沟。该项目旨在缩小这一鸿沟，因此有可能对英国的外语教学产生重大影响。在英国，在这种相当悲观的背景下，在第二语言/外语教育领域有大量的国际研究，强调了支撑有效教学的某些关键原则(Ellis，R.，2005)。这些原则已经在我们自己的研究中以英国学校为背景进行了调查，并被证明是非常有效的。在这个后续项目中，我们打算通过进一步推动在英格兰南部建立的现代外语专业发展联盟的工作，帮助缩小研究证据与实践之间的差距，从而改善英格兰现代外语教学的教与学，该联盟的成员(申请者和来自四所学校的MFL学校教师)在制定这一建议方面进行了合作。该联盟最初将(在第一阶段)制作培训材料，然后通过一系列六个讲习班，将研究原则纳入更广泛的学校的MFL教学和第二阶段的初始教师教育。然后，将支持参加这些培训活动的学校将讲习班上提出的原则落实到教学中。来自初始师范教育机构的导师将被要求将这些原则纳入他们与见习教师的工作中。培训对讲习班参与者的影响将通过问卷调查和学校MFL部门的报告进行评估，报告概述了他们如何将这些原则纳入部门的工作。

项目成果

Improving Foreign Language Teaching: Towards a research-based curriculum and pedagogy

改善外语教学：迈向研究型课程和教学法

• DOI: 10.4324/9781315771229
• 发表时间: 2015
• 作者: E. Macaro;S. Graham;Robert Woore
• 通讯作者: Robert Woore