Models from London school partnerships with universities
- Paperback / softback, 158 pages, 234 mm x 156 mm
- 1 Nov 2016
- Trentham Books
Colin Christie is Lecturer in Languages in Education and subject leader for the PGCE Languages course at the UCL Institute of Education, London.
Caroline Conlon is Lecturer in Languages in Education for the PGCE Languages course at the UCL Institute of Education, London.
Marian Carty is Course Coordinator for the Secondary PGCE Languages programme at Goldsmiths, University of London.
Simon Coffey is an applied linguist and teacher educator at King's College London.
Fotini Diamantidaki has for the past six years been a Lecturer on the PGCE Languages course and other teacher education routes at the UCL Institute of Education, London.
Anna Lise Gordon
Anna Lise Gordon was a MFL teacher in schools in London and Surrey, and a local authority advisory teacher, before moving into initial teacher education at St Mary's University in Twickenham.
Jane Jones is Head of Modern Foreign Languages (MFL) Teacher Education (PGCE and MA) in the Department of Education and Professional Studies, King's College London.
Shirley Lawes is a research supervisor, independent trainer and researcher into language teaching and teacher development. Prior to this, she was Subject Leader for PGCE Modern Foreign Languages at the UCL Institute of Education, London.
Glennis Pye has worked at St Mary's University in Twickenham since 2009.
Judith Rifeser is a teacher-researcher. Most recently, she was Head of Key Stage 5 German, CPD Facilitator and Subject Mentor for PGCE students and newly qualified teachers in German and Spanish at Orleans Park School.
CONTENTS: Foreword by Ann Swarbrick; Introduction; 1. Teachers as emergent critical researchers of practice by Jane Jones; 2. Creating and nurturing resilient foreign languages teams by Anna Lise Gordon; 3. Making the most of the Year 7 mixed experience classroom by Caroline Conlon; 4. Using literature in the key stage 3 foreign languages classroom by Fotini Diamantidaki; 5. Teaching literature to promote creativity in foreign language learning by Simon Coffey; 6. Breaking out: Film in the foreign languages classroom by Colin Christie and Shirley Lawes; 7. Translation in secondary school foreign languages teaching by Glennis Pye; 8. Formative assessment as contexts for developing autonomous language use and autonomous language learning by Marian Carty and Judith Rifeser
‘Success Stories from Secondary Foreign Languages Classrooms is a seminal text for all reflective practitioners who strive to make the communicative environment a stimulating, effective space day in and day out. Each story offers insight into engaged, creative practice, raising pertinent questions and providing possible solutions for all those navigating the diverse challenges of the current MFL landscape.’
‘This book is testament to the invaluable and irreplaceable working partnerships developed by providers of teacher training and schools, facilitated by the beginner teacher. It is an informed collection of research-based investigations which provides current guidance to all language teachers in leading the teaching of languages during the changes in curricula, assessment and value of languages in the pupils’ educational experience.’
‘All colleagues involved in languages education – trainees, heads of department and teacher educators alike – will find this publication fascinating reading. The wide range of topics covered are timely in how they deal with recent developments in the national curriculum, and offer tremendous insight into ongoing concerns in language teaching, such as primary–secondary transition, assessment and building resilience in school language departments. The practical ideas and links to research offer inspiration for transforming language teaching practice.’
‘This book is full of ideas that remind the Language teaching community how important our work is, and how collaboration and creative planning reinforce principles we espouse: the motivation of lifelong Language learners, and of resilient Language teachers in our classrooms. The examples and reflections are highly relevant to elements of the new curriculum and exams. Furthermore, they are realistic and show how professionals working together tackle our ongoing challenges positively.’