Full Description
What do language instructors consider when faced with new curriculum guidelines? How can teacher leaders encourage learner autonomy and creativity through relevant, purposeful and novel pupil deliverables? How does this experience change how teachers view their profession? This book guides educators on design of MFL, heritage and community language curriculum and assessment tasks, providing a blueprint for any revision initiative even within a prescribed national context.
This framework, implemented with Curriculum for Wales, engages teachers in design for spiral progression of intercultural themes within MFL, heritage and community language curricula. It provides a model for other national curriculum initiatives to encourage uptake via creative task design for both teacher and learner autonomy. With language uptake a concern globally, this book is applicable to any MFL or heritage language setting.
This book includes 'voices from the field' where teachers explain their process and how their teacher autonomy provided a model for their pupils and increased their confidence with languages. Including 20 exemplars in English, with cultural content and instructional strategies for French, Spanish, German, and Welsh, this book looks at universal, intercultural themes to facilitate application to all languages and cultures.
Contents
List of Figures
List of Tables
List of Appendices
Preface
Foreword, Claire Gorrara and Lucy Jenkins (Cardiff University, UK)
Acknowledgements
1. Teacher as Designer
2. Designing What Matters
3. How Do Languages Connect Us?
4. How Do We Understand the World Around Us and Support Others?
5. How Do We Express Ourselves and Engage Others?
6. How Do We Create and Share with Others?
7. Design With no End in Mind
Appendices
Glossary
References
Index
