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Modern Languages in the Primary School [Kõva köide]

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  • Formaat: Hardback, 240 pages, kõrgus x laius: 242x170 mm, kaal: 570 g
  • Ilmumisaeg: 18-May-2009
  • Kirjastus: Sage Publications Ltd
  • ISBN-10: 184860128X
  • ISBN-13: 9781848601284
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Modern Languages in the Primary SchoolSuurem pilt
  • Formaat: Hardback, 240 pages, kõrgus x laius: 242x170 mm, kaal: 570 g
  • Ilmumisaeg: 18-May-2009
  • Kirjastus: Sage Publications Ltd
  • ISBN-10: 184860128X
  • ISBN-13: 9781848601284
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781848601284.html
Märksõnad:
How can foreign language learning be developed in primary schools? In what ways can it be integrated into the primary classroom? Modern Languages in the Primary School tackles these questions, challenging current perceptions of primary modern languages, arguing that modern languages should be fully integrated into the primary curriculum, and looking at ways in which this can be achieved.





The authors examine ways in which language-learning can be made a rich experience for all. They offer ideas on how to start language programmes in schools, or enhance those already in place. The book:









- Features a 3-stage practical approach to teaching languages with different age groups in primary schools



- Develops a coherent view of language learning and teaching



- Refers to the KS2 Framework elements of oracy, literacy, intercultural understanding, knowledge about language and language learning strategies



- Contains a chapter which offers a theoretical introduction to content and language integrated learning (CLIL)



- Refers to the QTS Standards and offers a short guide to internet-based and multimedia resources









This book is for Primary ITE students and experienced teachers who are taking on the Modern Language coordinator role or teaching modern languages in primary schools for the first time.









Philip Hood is Course Director of the National SCITT Primary PGCE and Lecturer in Modern Languages Education at the University of Nottingham. Kristina Tobutt is a Primary teacher and Associate Consultant for Nottinghamshire LA.

Arvustused

[ T]his is an interesting source of ideas with a lot of useful and appropriate teaching tips, examples and theoretical hints on teaching modern foreign languages - Language, Culture and Curriculum





The ten chapters are broken down into very useful subheadings assisting the reader well. The preface is helpful in setting the scene and orienting the reader, suggesting starting point appropriate to their experience. Each chapter has an introductory vignette which is helpful and interesting - ESCalate









This invaluable, research-informed book represents a welcome addition to publications in the field of Primary Languages Education. It offers clear guidance to schools embarking on the provision of early language learning (ELL). More experienced practitioners will welcome the focus on progression, assessment and cross-curricular approaches - Jan Rowe, Liverpool Hope University

Preface - Who is this book for? ix
What is the background to primary language learning?
1(14)
Introductory vignette
1(1)
Chapter objectives
1(1)
Initial reflection point
1(1)
Language teaching in England: some current issues
2(1)
Reflection point
2(3)
Primary languages - re-birth and transition: a summary
5(4)
Reflection point
9(1)
Is it true that younger learners are at an advantage in language learning?
9(3)
Chapter summary
12(1)
Key and further reading
12(3)
What does language learning offer a primary school?
15(28)
Introductory vignette
15(1)
Chapter objectives
15(1)
Initial reflection point
16(1)
Follow-up reflection
17(1)
The teacher's objectives and how they shape what language learning can offer
17(2)
What do children enjoy about language learning? What can language learning offer children?
19(5)
Example from practice
24(1)
Reflection point
25(1)
Communication
25(2)
Content
27(1)
Example from practice
27(2)
Reflection point
29(1)
Challenge
29(1)
Cognition
30(2)
Reflection point
32(1)
Collaboration
32(1)
Competition
33(1)
Reflection point
34(1)
Reflection point
34(1)
ML and Literacy
35(5)
Reflection point
40(1)
What differences are there between `language lessons' and the experience of a child coming into a school with EAL?
41(1)
Chapter summary
41(1)
Key and further reading
42(1)
How might I structure language learning in the Early Years Foundation Stage?
43(24)
Introductory vignette
43(1)
Chapter objectives
43(1)
Initial reflection point
44(1)
How do children in the Early Years Foundation Stage learn?
45(1)
Reflection point
46(2)
Using the target language
48(4)
Reflection point
52(1)
Embedding ML activities into the EYFS curriculum
52(7)
Example of medium-term planning - integrating a foreign language into a topic
59(2)
Example of short-term lesson plan
61(2)
Reflection point
63(1)
Chapter summary
63(1)
Key and further reading
64(3)
How should I begin to offer language learning in KS1 and KS2?
67(20)
Introductory vignette
67(1)
Chapter objectives
67(1)
Initial reflection point
68(1)
How do we start with complete beginners at Y1 or Y3?
68(3)
How do we start to use language and teach language? What types of activities and what materials should we use?
71(14)
Chapter summary
85(1)
Key and further reading
86(1)
Where to next? How can I embed the language in to the school day and the wider curriculum?
87(28)
Introductory vignette
87(1)
Chapter objectives
88(1)
Initial reflection point
88(1)
Does progression mean the same for all children?
88(4)
How should I approach planning differentiated or personalised lessons?
92(1)
Progression in target language use by the teacher: embedding the language further into routines
93(12)
Developing cross-curricularity: four levels of integration
105(7)
Chapter summary
112(1)
Key and further reading
112(3)
How do I make sure I really challenge the older learners?
115(24)
Introductory vignette
115(1)
Chapter objectives
116(1)
Initial reflection point
116(1)
Planning for Y5/Y6 topic: Tudor explorers - Les grandes decouvertes
116(8)
Reflection point
124(1)
Songs
124(1)
Stories
125(2)
Reflection point
127(1)
Poetry
127(2)
Other resources
129(1)
Non-fiction material
130(3)
Reflection point
133(1)
European Languages Day - possible roles for older children
134(1)
Advantages of school linking
135(2)
Chapter summary
137(1)
Key and further reading
137(2)
How do I use the KS2 Framework?
139(22)
Introductory vignette
139(1)
Chapter objectives
139(1)
Initial reflection point
140(1)
What does the Framework offer teachers?
140(2)
Progression in the KS2 Framework Oracy objectives
142(3)
Reflection point A
145(1)
Reflection point B
145(2)
Planning with the Framework
147(12)
Reflection point
159(1)
Chapter summary
159(2)
How do I know if the children are learning? How can I help them to progress smoothly to KS3?
161(28)
Introductory vignette
161(1)
Chapter objectives
162(1)
Initial reflection point
162(1)
Definitions of terms and rationale for changes
163(2)
How might we find out what the children know without a test?
165(4)
Reflection point
169(1)
Initial thoughts on monitoring learning
169(1)
Receptive language
170(3)
Productive language
173(1)
Reflection point
174(1)
When should we assess? Blurring the edges between `learning activities' and `plenaries'
174(3)
Peer- and self-assessment - the role of success criteria
177(2)
Feedback on simple writing
179(1)
Transition to KS3
179(9)
Reflection point
188(1)
Chapter summary
188(1)
Key and further reading
188(1)
What does research tell us about integration of languages into the curriculum?
189(24)
Introductory vignette
189(1)
Chapter objectives
189(1)
Initial reflection point
190(1)
Communicative language teaching
190(5)
Reflection point
195(1)
Task-based learning
196(2)
What is CLIL and do we know if it can benefit learners?
198(4)
How does CLIL work? Is there potential for confusion between languages?
202(1)
Designing a CLIL curriculum and planning CLIL lessons: the theoretical perspective
203(7)
Summary - why should a CLIL approach be part of our methodology?
210(1)
Chapter summary
210(1)
Key and further reading
211(2)
Where can I find good materials and information?
213(6)
Super websites - a range of information and many important links
213(2)
Specific and commercial websites
215(4)
References 219(8)
Index 227