To Be Published October 1st 2013 by Routledge – 432 pages
Series: Learning to Teach Subjects in the Secondary School Series
Praise for previous editions:-
'It is an excellent reference resource presenting clear, straightforward, factual information on all current issues facing MFL student teachers … Also an excellent reference guide during the first years of teaching.' – Mentoring and Tutoring
'The content and scope are very impressive … The authors have managed to condense a wealth of theory, research, practical advice, case studies and tasks into one volume … Packed with useful ideas, addresses including WWW addresses and references … I would regard this book as indispensable for both HEI tutors and mentors, and an important book to recommend to all MFL students.' – Langauge Learning Journal
Learning to Teach Modern Languages in the Secondary School has established itself as the leading textbook for student teachers of modern foreign languages in the UK and internationally. The practical focus of the book is underpinned by a theoretical perspective and backed up by the latest research, encouraging reader to develop a personal approach to modern foreign language teaching. An account is also taken of relevant statutory frameworks.
Now in its fourth edition, this book has been thoroughly updated to take account of recent policy and curriculum changes. With the recent increased emphasis on teachers as researchers and the alignment of many PGCE courses with Masters level criteria, reference to important concepts and theoretical positions have been strengthened. Strong reference to their relevance in the context of professional practice and a new chapter discussing the findings of research on Second Language Acquisition and Foreign Language Learning has been added. Other chapters cover a wide range of relevant topics, including:
Each chapter features: an introduction offering a brief contextualisation of the topic; objectives identifying what the reader should know, understand and/or be able to do having read the chapter and carried out the tasks in it; discussion of the most important issues with reference to their application in the classroom; tasks inviting the reader to relate content to work in school; a list of annotated further readings.
The book has been designed to allow the reader to 'pick and choose' specific topics and chapters don't need to be read sequentially. Examples are given in French, German and Spanish but most are transferable to other languages. It will prove an invaluable resource to MFL student teachers and their mentors and tutors.
Reviews from second edition:
'It is an excellent reference resource presenting clear, straightforward, factual information on all current issues facing MFL student teachers … Also an excellent reference guide during the first years of teaching.' – Mentoring and Tutoring
'The content and scope are very impressive … The authors have managed to condense a wealth of theory, research, practical advice, case studies and tasks into one volume … Packed with useful ideas, addresses including WWW addresses and references … I would regard this book as indispensable for both HEI tutors and mentors, and an important book to recommend to all MFL students.' – Langauge Learning Journal
Introduction. Setting the scene Part 1. Context-related 1. Modern languages in the secondary school curriculum 2. On becoming a foreign languages teacher 3. What can we learn from research? 4. Transition from the Primary to the Secondary phase Part 2. Pedagogy-related 5. Pedagogical approaches 6. The role of digital technologies 7. Planning and reflecting on classroom practice 8. Teaching in the target language 9. Teaching receptive skills 10. Teaching productive skills 11. Teaching and learning grammar 12. Developing cultural awareness Part 3. Learner-related 13. Pupil differences and differentiation 14. Creating a meaningful learning environment 15. Assessment for and of learning
Norbert Pachler is Professor of Education at the Institute of Education, University of London. His areas of academic interest and expertise include foreign language education, new technologies in teaching and learning (with a particular emphasis on mobile learning, e-learning and technology-assisted language learning) as well as teacher education and development. He has led on, and contributed to numerous research projects, teaches on various Masters programmes (MTeach, MA TESOL) and supervises numerous research students (PhD, EdD, MRes). He is the author and editor of many books (Routledge, Springer, Continuum, Peter Lang) and has (co)authored a large number of chapters, journal articles and research reports. He has extensive expertise as journal editor; for example, since 1999 he is joint editor of the Language Learning Journal (Routledge). Since 2007 he is the convenor of the London Mobile Learning Group (http://www.londonmobilelearning.net), an international, interdisciplinary group of researchers from the fields of cultural and media studies, sociology, (social) semiotics, pedagogy, educational technology, work-based learning and learning design. He is also an experienced external examiner across teacher education, Masters and doctoral level provision. For details see http://www.norbertpachler.net
Michael Evans is Deputy Head of Faculty and Senior Lecturer in Education at the University of Cambridge. He has substantial experience in foreign language teacher education, directs the Master’s course in Research in Second Language Education, and has supervised many PhD students on foreign language education topics. He was co-director (with Linda Fisher) ofa DCSF-funded study, ‘Language Learning at KS3: the impact of the KS3 Modern Foreign Languages Framework and changes to the curriculum on provision and practice’ (2009). Recent book publications include editing of Foreign Language Learning with Digital Technology (London: Continuum, 2009), and co-authoring Understanding Teaching and Learning Modern Foreign Languages (London: RoutledgeFalmer, 2007)
Ana Redondo is Senior Lecturer in Education and Subject Leader of a Secondary PGCE in Modern Languages with significant experience in Teacher Education and CPD across Primary and Secondary education and in working with secondary languages teachers in partnership schools.
Prior to moving into HE she led the learning of languages from a senior position in the secondary phase and headed several Modern Languages departments.
She has co- edited Teaching foreign languages in the Secondary School: a practical guide (London: Routledge, 2007) as well as a Special Issue of Support for Learning, the British Journal of Learning Support on ‘Inclusive approaches to teaching foreign languages’ (NASEN, 2005). Her scholarly interests are in the fields of the global dimension in education, international citizenship and developing appropriate pedagogies in technology-enhanced contexts.
Linda Fisher is Lecturer in Education at the Faculty of Education, University of Cambridge. She co-ordinates the MFL PGCE programme, is involved in extensive work with secondary teachers of MFL and supervises on the MPhil and PhD programmes. Her current research interests are in the field of pupil beliefs and pupil motivation for the study of foreign languages. With Michael Evans she recently completed a DCSF-sponsored research project: ‘Language learning at Key Stage 3: the impact of the Key Stage 3 Modern Foreign Languages Framework and changes to the curriculum on provision and practice’ (DCSF, 2009). Before moving to Higher Education, she taught German and French in a number of secondary schools and was Head of Department.
Name: Learning to Teach Foreign Languages in the Secondary School: A Companion to School Experience, 4th Edition (Paperback) – Routledge
Description: By Norbert Pachler, Michael Evans, Ana Redondo, Linda Fisher. Praise for previous editions:-
'It is an excellent reference resource presenting clear, straightforward, factual information on all current issues facing MFL student teachers … Also an excellent reference guide during the first years...
Categories: Modern Foreign Languages
