Ann Barnes

Beyond the "Wow" Factor--Evaluating Multimedia Language Learning Software from a Pedagogical Viewpoint

Abstract Much computer-assisted language learning (CALL) software engenders a mixture of reactions upon initial exposure. For teachers, this may obscure a more objective view of the benefits to the learner. This article considers ways in which a languages teacher or a languages department might evaluate language learning software on a pedagogical basis. It emphasises that the classroom teacher is already in possession of much of the knowledge to do this successfully. It illustrates what might be considered good practice in various areas. This is done by matching a learning and teaching approach as currently practised within the U.K. secondary school environment against features of various CALL software packages.

Primary Modern Foreign Languages: an overview of recent research, key issues and challenges for educational policy and practice

There has never been a UK-wide policy for primary modern foreign language provision. Scotland, which has for many years managed its educational affairs autonomously, introduced foreign languages into its primary schools over a decade ago. Wales has formulated its own primary and secondary curriculum with due respect for Welsh, tending to give greater priority to its national language than other languages. Northern Ireland, similarly, has had to take account of its indigenous language and has never developed a foreign language programme for young learners. Recent government documents relating to England, however, have outlined an entitlement for all primary-school children in England to learn a language by 2012. In order to achieve this, the DfES has provided additional funding for 19 LEA-led Pathfinder projects to identify sustainable and replicable models. It is appropriate at this point to review the current situation in order to gauge progress and development. This article, written by a research team funded by the DfES to evaluate the Pathfinder projects, outlines the national and international research context, the current national context and the key issues and challenges facing these local education authorities.

Case Study Investigation of a Videoconferencing Experiment in Primary Schools, Teaching Modern Foreign Languages.

The MustLearnIT European-funded research project with partners in Greece, Poland, Cyprus, Finland and the UK aimed to investigate ways of teaching and learning modern foreign languages (MFL) to early learners in small/remote primary schools where there were no specialist MFL teachers. This was to be carried out through new technologies such as videoconferencing. In the UK, distance was less of a problem, whereas lack of linguistic expertise (subject knowledge and pedagogy) for primary school teachers was likely to prove more challenging, given the governments plan for all pupils in England to study a foreign language throughout Key Stage 2 (ages seven to 11) from 2010. This article firstly examines a number of background issues in teaching MFL in primary schools in England and reviews two UK-based projects from the emerging literature on videoconferencing. It then reports on the MustLearnIT project conducted in the UK, which investigated the use of secondary teachers to teach French to primary school children through videoconferencing, and explores the perceived benefits in terms of pupil learning and staff development. The MustLearnIT project findings suggested that this approach, making expert subject and pedagogical knowledge available through current technologies, can be effective. The article ends by considering implications for the future.

Email as a Non-directed Means of Developing Independent Reflection in Beginning Teachers of Foreign Languages

Abstract This article considers the role electronic mail can play in developing the ability of beginning teachers to reflect on their practice and professional development. It also explains how such communication is incorporated into the initial teacher training course in Modern Foreign Languages at the University of Warwick. Using the example of one particular student as a representative of those who use this medium in a ‘reflective’ manner, it illustrates this students development and analyses her messages by evaluating them for reflective attributes and reflective discourse (Korthagen & Wubbels, 1995; Hatton & Smith, 1995). The discussion is set against the background of research into student teacher development and reflection and a research project by the author investigating the stages through which beginning teachers progress, as well as the changing context of initial teacher training. The author concludes that, whilst electronic communication can be an effective tool for promoting reflection, it ...

The Use of ICT in the Assessment of Modern Languages: The English Context and European Viewpoints.

The ever increasing explosion of highly attractive multimedia resources on offer has boosted the use of information and communication technology (ICT) in the teaching and learning of modern languages. The use of ICT to assess languages is less frequent, however, although online testing is starting to develop. This paper examines the national context for the assessment of modern foreign language proficiency in England, outlines the kinds of assessment currently available and the development of electronic forms of assessment and compares the above with the survey results of a European Union (EU) funded project on current good practice in online assessment of languages in other European countries. The findings indicate that speaking is inadequately served by online testing as tests currently focus primarily on receptive language skills. The implications for future successful online testing include the incorporation of interactive skills and effective formative feedback.

A Potential Library for Primary MFL Pedagogy: The Case of "Young Pathfinders".

As readers of this journal will know very well, 2010 will see all KS2 (ages 7-11) pupils in England entitled to learn a modern foreign language in normal curriculum time. This development of the commitment to primary language learning should provide an excellent opportunity and experience for pupils, whilst at the same time requiring some radical changes for many teachers, schools and much of the wider language learning community. Recent research has indicated general trends suggesting an increase in primary languages already, in anticipation of this development and even beforehand. One of the most recent studies indicates that 43% of primary children currently learn a foreign language at KS2, either in class or as an extra-curricular activity, although the extent of this learning varies considerably (Driscoll, Jones and Macrory, 2004). It has also been suggested (Muijs et al, 2005) that there are certain aspects of the process that will be particularly demanding if the challenge of providing this entitlement are to be met.

An A/AS level foreign languages conference: ‘Europe and the Euro’

This article describes a joint project between a university ITE course and a language college involved in the partnership. The project involved planning and delivering a city-wide A/AS level languages conference in French, German and Spanish, designed and taught by PGCE trainees in the first term of their programme. The timing for the topic, ‘Europe and the Euro’, was appropriate as it took place six weeks before the changes in currency across the EU. A/AS level students were treated throughout as adults at a ‘real’ conference. Evaluations proved enthusiastic: students appreciated the chance to work in larger groups than in their own schools with others studying at the same level as themselves. Also noted positively by the students was the opportunity to hear and use the target language in a range of situations over a more extended period of time than in a school lesson. For the PGCE trainees, it was an opportunity to work with significant numbers of A/AS level learners, in a lively environment, and to feel a sense of achievement. This environment provided access to specialist facilities including language labs and a computer suite with internet access. The article provides an outline of the planning and the organisation for the event, examples of guidance given to the trainees and a checklist for colleagues wishing to stage a similar conference.

Developing the Pedagogical Information and Communications Technology Competence of Modern Foreign Languages Teacher Trainees. Situation: all change andplus ça change

Abstract This article explores the implications of the information and communications technology (ICT) requirements for initial teacher training in England and Wales from the viewpoint of modern foreign languages, as outlined in the Governments Circular 4/98. The authors highlight a number of issues surrounding the interpretation of the Circular and emphasise the need to develop critical evaluation skills in trainees. The importance of a departmental approach to ICT and to training is also discussed and the subject-specific content of the Postgraduate Certificate in Education course at one university is outlined. The authors conclude that whilst the directives of the Circular are far-reaching and comprehensive, appropriate pedagogical choices from the full range of resources remain the driving force in effective teaching and learning. ICT will take its place in the repertoire of the critical professional.