Critical commentary of MTP

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Critical commentary of MTP by Mind Map: Critical commentary of MTP

1. Intro (150)

1.1. The importance of languages due to cultural pluralism

1.1.1. QCDA (2008)

1.1.1.1. sees an overarching purpose for MFL in terms of ECM:

1.1.1.1.1. "Modern foreign languages: building confidence through speaking another language; gaining new perspectives on the world and life in other countries "(7)

1.1.1.1.2. Modern foreign languages: communicating with strangers; dealing with unfamiliar situations in which communication is difficult; understanding others’ customs and avoiding difficult or dangerous situations when travelling (11)

1.1.1.1.3. Modern foreign languages: extending horizons beyond this country; learning to communicate with people from different parts of the world; learning about different cultures and countries; gaining a sense of achievement from successful communication(15)

1.1.2. ECM

1.1.2.1. DfES (2003)

1.1.3. Read, (2004)

1.1.3.1. Talks about the increasing importance of languages in England due to cultural pluralism

1.1.3.1.1. "Children are increasingly starting to learn English as a foreign language in formal classroom contexts at a younger an younger age". (1)

1.1.3.1.2. "Vygotsky's theory of learning as socially co-constructed between collaborating partners within a cultural context gives a fundamental role to interactionism in the cognitive language development of children asnd this provides a framework to describe children's progress azbnd learning in a foreign language as well." (4)

1.1.3.1.3. "...it is recognised that scaffolding in children's foreign language learning takes place, not just at the level of choice of discourse techniques and strategies by the teacher working with the whole class towards particular learning goals. It is also an intrinsic part of the whole way in which tasks are planned, designed, set up and organised [...] as well as the ways in which these build on previous learning experiences and are related to purposes and learning goals." (15)

1.2. Political agenda

1.2.1. Gove, M. (2011)

1.2.1.1. "Understanding a modern foreign language helps you understand English better," he says. "The process of becoming fluent in a foreign language reinforces your fluency and understanding of grammar, syntax, sentence structure, verbal precision. There is no one who is fluent in a foreign language who isn't a masterful user of their own language."

2. Positive strategies used throughout (200)

2.1. Tew, C. (2010)

2.1.1. Considering special needs: (1)

2.1.1.1.  to constantly reinforce what has been taught

2.1.1.2.  variety of short activities

2.1.1.3.  to be aware of own use of language when giving instructions/teaching new structures

2.1.1.4. (Pupils often can‟t carry/absorb more than one instruction at one time.)

2.1.1.5.  to have very expressive face and hands

2.1.1.6.  lots of visual and multi-sensory aids

2.1.1.7. 

2.1.1.8.  differentiated questions and answers

2.1.1.9.  to use children in mixed-ability groups for certain tasks

2.1.1.10.  to allow some children to work in pairs

2.1.1.11.  to give more support in writing frames

2.1.1.12.  drawn outlines and text cards

2.1.1.13. For PMLD students:

2.1.1.14.  make everything larger than life and multi-sensory

2.1.1.15.  concentrate on what they CAN do

2.2. The changing landscape of languages: an evaluation of language learning 2004/2007, Ofsted, 2008)

2.2.1. “Pupils’ enthusiasm for learning is increased considerably through the vast range of exciting activities on offer.”

2.3. CILT (2011)

2.3.1. "Active learning"

2.3.1.1. "Active learning does not imply that children need to be running around the classroom every lesson. In listening to a story or poem children are able to actively engage with the new language in a safe and familiar environment. "

2.3.1.2. The use of dramas:

2.3.1.2.1. "ncorporating authentic props and materials brings both the language and culture alive. Drama gives children the freedom to experiment with the sounds, words and phrases of the new language and to develop their independence in communicating."

2.3.1.3. use of games:

2.3.1.3.1. Games provide a natural way of communicating for children and playing helps children learn about and understand the nature of risk-taking and failure in a safe environment.

2.3.1.3.2. "When children are confident that they know what to do, many games can be played independently as reinforcement activities during the week." LEADS ONTO TAKING A CROSS-CURRICULAR APPROACH!!!!

3. MFL in year 6 (100)

3.1. national Strategies ks2 framework part 2

3.1.1. prepare children for the secondary language curriculum:L

3.1.1.1. "As primary schools work towards full implementation of the Key Stage 2 Framework secondary schools will increasingly be receiving Year 7 pupils who are able to communicate in one or more languages"(62)

3.1.2. Enthustic language learners... they don't begin to think of language as uncool...

3.1.2.1. "The introduction of the Key Stage 2 Framework invites teachers in the secondary sector to see the value of what the primary context can offer. Effective primary provision yields Year 7 pupils who are enthusiastic about the subject and eager to learn more. (62)

3.1.3. Languagews should be taught by the class teacher, not a peripatetic teacher from outside...

3.1.3.1. "A potential drawback of this approach is that peripatetic teaching is by its nature discrete and is not always readily integrated into the whole school experience of the child. The Primary Strategy emphasises the importance of a holistic approach to the primary curriculum. For this model to work effectively, secondary and primary teachers will need to plan carefully so that the class teacher is able to integrate and embed language learning outside set lesson times and build on the input provided by the peripatetic specialist." (63)

3.1.4. effective communuication between secondary and primary

3.1.4.1. "Communication is the key to effective transition. Through direct communication and contact productive relationships between primary and secondary teachers and co-ordinators of languages can be established." (66)

3.1.5. Supports the value for diversity, preparing childedren for cultural pklujralism when they get to secondary/...

3.1.5.1. "As primary schools gradually work towards language learning across the whole of Key Stage 2, secondary schools are likely to face an increasing diversity in the character of their Year 7 intake." (67)#

4. Links to transition support (200)

4.1. national Strategies ks2 framework part 3 (DCSF, 2007)

4.1.1. crucial that the transition is well thought of...

4.1.1.1. "It is crucial that the issues surrounding transition be effectively addressed. Evaluation of the experimental teaching of French in the 1960s showed that some children did not make the progress expected because sound primary – secondary transition arrangements were not operational. Many of these children had been taught French for three years from the age of eight and some were required simply to start again at age eleven. Building Key Stage 2/Key Stage 3 liaison arrangements is especially important in the case of languages because many schools will have no history of transition in this subject. As primary schools begin to embed the Framework, it will be imperative to put in place cross phase liaison arrangements to ensure that in future econdary teachers recognise and build on the attainment and prior learning of primary children. In this way, pupils’ motivation, enthusiasm and progress can be sustained." (90)

4.1.2. (92) Points to consider for year 6 teachers concerning primary mfl...

4.1.2.1. "What links does our school already have with secondary schools?

4.1.2.2. Is there a named primary languages co-ordinator or link person?

4.1.2.3. Is there a whole-school transition policy?

4.1.2.4. What contact do Year 6 teachers have with secondary languages departments?

4.1.2.5. Do we know what happens in language lessons in Key Stage 3?

4.1.2.6. How can we support pupils’ preparation for learning a language, learning a new

4.1.2.7. language or continuing with a language learnt in Key Stage 2?

4.1.2.8. How can we make the link across languages as well as key stages?

4.1.2.9. Could we develop a bridging unit with secondary languages departments?

4.1.2.10. How can we involve secondary teachers more with our classes?

4.2. IoE/DCSF (2008)

4.2.1. the definition of successful tenasition (16)

4.2.1.1. o developed new friendships and improved their self esteem and confidence

4.2.1.2. o settled so well in school life that they caused no concerns to their parents

4.2.1.3. o shown an increasing interest in school and school work

4.2.1.4. o got used to their new routines and school organisation with great ease

4.2.1.5. o experienced curriculum continuity.

4.2.2. Research ed somne of the fears of children about secondary school (19)

4.2.2.1. Getting lost 14.9%

4.2.3. ...and the issues that year 6 teachers had in preparing children for secondary school (ibid)

4.2.3.1. 'Changing classrooms between lessons': 70%

4.2.4. recognised commonalitites amongst primary schools who dealt with transition well

4.2.4.1. (38) "There was a range of opportunities for the familiarisation to take place, mostly depending on the secondary school which conducted projects and events so that the primary children could get to know the secondary."

5. Assesment opportunties (100)

5.1. Fitzgerald, M. (2006)

5.1.1. explains that process is identified clearly when children begin to mumble and think in spanish, not english, this is a sign of progress, to be used fundamentally at the heart of the assessment process.

5.2. the european language portfolio

6. Theories supporting strategies (200)

6.1. Cameron, 2001

6.1.1. Looks onto theories behind learning:

6.1.1.1. Piaget:

6.1.1.1.1. (4) "An important dimension of children's lives that Piaget neglects is the social; it is the child on his or her own in the world that concerns him, rather than the child in communication with adults and other children. As we will see, Vygotsky's ideas give a much greater priority to social interaction."

6.1.1.2. moves onto more vygotskyan approaches, looks at the idea of graspiong the langiage by starting in the 'word as unit' mode

6.1.1.2.1. (7) "The word is a recognisable linguistic unit for children in their first language and so they will notice words in the new language. Often too we teach children words in the new language by showing them objects that they can see and touch, and that have single word labels in the first language. From their earliest lessons, children are encouraged to think of the new language as a set of words, although of course this may not be the only way they think of it."

6.1.1.2.2. (cont) "The importance of the word as unit is underscored by recent research into word frequency and use undertaken by corpus linguists, and the discovery that much of our knowledge of our first language can be accounted for by the information we build up over time about statistical probabilities of which words are used with which other words."

6.1.1.2.3. (8) "we can use the idea that the adult tries to mediate what next it is the child can learn; this has applications in both lesson planning and in how teachers talk to pupils minute by minute."

6.2. McLaughlin (1992)

6.2.1. Theory of assimilation in languages:

6.2.1.1. Accommodation is an important idea that has been taken into second language learning under the label 'restructuring', used to refer to the re-organisation of mental representations of a language (paraphrased)

6.2.1.1.1. Children learning directions in one context (our local are), then to see if they can build on that and understand the use of directions in the school setting

6.3. Wood (1998)

6.3.1. model for scaffolding children's learning (idea taken from Bruner's Scaffolding theory

7. TDA scheme of work

8. KS2 framework part 1