Discuss the place of modern foreign languages in the curriculum, the skills and knowledge that should be learned, the teaching methods that can be used to deliver these and critically evaluate their relative effectiveness.

Discuss the place of modern foreign languages in the curriculum, the skills and knowledge that should be learned, the teaching methods that can be used to deliver these and critically evaluate their relative effectiveness.

• This 3,500-word (or equivalent) assignment requires you to reflect on the importance of your subject in the curriculum.
• Select an aspect of your subject’s curriculum and critically review the research and professional literature on this topic.
• Using the literature, critically reflect upon the pedagogical strategies used in school to teach this aspect of the curriculum.

In this assignment, you will reflect upon the following:

• Why do we need modern foreign languages in the school curriculum?
• What do we want our pupils to learn? (knowledge about the subject, language skills, learning skills)
• What methods or strategies could we use when teaching modern foreign languages in schools?

To help you do this, I choose an aspect from the box below. Argue a rationale for how pupils
should be taught this kind of understanding in school.

Gender (articles) including
-definite (el, la,los,las,lo
-infinitive un, una,unos,unas,

jjjjj

You will find an extensive literature on a variety of language teaching methods. Critically review the research and professional literature against your chosen aspect, explaining what different methods could be used, and evaluate their effectiveness to deliver what you have stated your pupils should learn.

You will be given formative feedback on this review, and you can use this to extend your reading, deepen your critical reflection and enhance your writing at Master’s Level as you complete the assignment.

On the assignment I need to include Harvard referencing style and the literature of books ten books or articles please I want to have the below as compulsory and only part 1

1.Uk national curriculum in England : languages programmes of study.

  1. Department for education, languages programmes of study key stage 3

3.The languages teacher toolkit book by steve smith and Gianfranco Conti chapter 1

  1. Techniques & principles in language teaching book by Diane Larsen-Freeman and Martin Anderson 2011
  2. Changing places: cross-curricluar approaches to teaching languages book by brown, kim,margot, centre for information on languages teaching and research 1998
  3. Teaching and learning languages book by jemma buck
  4. The practice of foreign languages teaching book by jemma buck 2012
    PART 2: Conclusion, critical reflection and future action () 2,500 words

Edit your literature review using the feedback provided, then continue your assignment, using your reading this time to critically reflect upon what you have seen and tried out in school during your first term.

Analyse the current requirements for teaching the aspect you chose across the age range, for example, by observing how the MFL department in your placement school teaches this aspect. In your teaching, lookout for opportunities to develop pedagogical strategies that help develop the skills and knowledge that you are looking for. Look out for children’s working assumptions and misconceptions in the research literature, or challenges for the teacher, and critically reflect on the pedagogical strategies adopted in school to address them.

Write a conclusion explaining the implications of your findings for you as a beginning teacher, training to teach MFL. Explain also how you will seek to develop your subject knowledge, curricular knowledge or pedagogical knowledge in your second placement.

Gender (articles) including
-definite (el, la,los,las,lo
-infinitive un, una,unos,unas,
About the topic, i choose (the above one) I applied in year 9e/Sp2 and 10f/Sp2 both groups respond differently as follow
9e/Sp2
A small group of 15 so I managed to track individuals progress plus I have three lessons every two weeks, so it was easier for me to check progress and any doubts
This group has many facing changes, spanish class teacher is unwell, off sick so I took over with the support of the cover teacher, classes were plan properly and revised by the mento or department staff to give the best standard. I took them under my wings and try method, grammar -translation conty I follow conty to teach grammar chapter 5, in the school they have very speaking activity, normally translation take place often so It was difficult for me to apply natural approach that I plan at first,
On the other hand techniques & principles in languages teaching chapter 14 emerging uses of technology in languages teaching and learning usie youtube, google class, writing blog In Spanish and sharing ideas
10f/Sp2
Group of 31 sts with multiples skills and need, especially 3 sts con stammer, so they do not want to speak for fear to be bullying. Still, when the writing comes they can show they can use the articles according to gender, I only have 2 hours every two weeks with them, they are very well behaved, but extremely shine and passive, always need to be pushing them.
I consider that 60% of the class was able to use and understand the article should match the gender, I was a bit hard to track their progress as we did not have many lessons and one week they were half of the class self-isolating due to covid.

The placement is a charming school, very supportive with me in regards to completing task or targets. I read a book called running the room by Tom Bennette about behaviour management,
…..please expand on this about behavioural in the classroom ( share a pp that I did about it

Pedagogical strategies
Please add and good references

About constructivism vs creative

Reflection on the evidence applying the grammar points about articles, including procedural knowledge and declarative knowledge

Another paragraph about how do I know students make progress about articles and gender

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