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，以满足对语言教师培训的历史视角的充分需求，利用语言学习与教学史（HoLLT）的研究为语言教学实践和政策提供信息。它将借鉴最近在ahrc资助的研究网络“走向现代外语教学历史”中对HoLLT的研究。根据与当今教学实践直接相关的五个关键主题，我们将把HoLLT嵌入到语言教师的培训和持续发展中，以回应有证据表明教师受益于HoLLT提供的框架，以反思和批评自己和他人的实践和政策。我们的材料将把研究成果转化为适合在职教师需求的整套教材，明确地将教师当前和未来的角色联系起来，这些教材的设计目的是在没有专家投入的情况下用于培训，因此它们可以被广泛使用并嵌入培训中。我们将在培训中纳入对语言教师专业学科历史的理解，就像现在的医学史为医学培训提供指导一样，使教师在课堂上更具批判性的反思能力，从而更有效地担任教师，并成为语言学习和多语使用的倡导者。我们将制作并免费提供五个主题培训包，并将分发给我们的初级教师培训提供者和教师网络。为了确保良好的反响，我们将与教师和培训机构一起在英国四个国家的五个专门研讨会上发布持续专业进修教材，这些研讨会由我们的项目合作伙伴赞助和宣传，这些合作伙伴是英国主要的语言教师协会和持续专业进修中心。这些教学包为教师提供了他们需要的工具箱，他们可以利用过去的经验来决定当前和未来的实践。这五个主题都解决了语言教育学中的话题问题，为每个关键主题提供了一个历史的视角。语言教学中的差异与多样性教文化是什么意思？3. 谁害怕语法和翻译？4. 课堂上的目标语言该项目是支持教师培训、实践和宣传技能的关键干预措施，尽管有充分证据表明企业存在语言赤字，但语言学习正在急剧下降，各级都在积极努力重振语言学习（例如，参见英国学院的报告《出生全球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).