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Enhancing MFL teaching for new tutors

Enhancing MFL teaching for new tutors. Faculty of Arts Graduate School, University of Leeds; Subject Centre for Languages, Linguistics and Area Studies, University of Southampton. Lesson planning. Honor Aldred, Dept of French, University of Leeds 11.00 – 12.30. Lesson planning.

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Enhancing MFL teaching for new tutors

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  1. Enhancing MFL teaching for new tutors Faculty of Arts Graduate School, University of Leeds; Subject Centre for Languages, Linguistics and Area Studies, University of Southampton

  2. Lesson planning Honor Aldred, Dept of French, University of Leeds 11.00 – 12.30

  3. Lesson planning • A (very) little theory • Its relevance in lesson planning • The lesson: • Aims/Objectives • Signposting • Timing • Some ideas

  4. Lesson planning A (very) little theory: Second Language Acquisition • Parameters set at L1 values • Learning styles and strategies • Psychological factors • Motivation • Cognitive processes, reorganising existing knowledge

  5. Lesson planning Methodologies and approaches • Grammar-Translation method • Direct method • Communicative Language Teaching with a focus on meaning • Form-focused instruction, regularly revisiting grammatical structures • Task-focused instruction, where students identify grammatical and syntactical structures for themselves • Learner autonomy

  6. Lesson planning Some principles (1): • Students need to be in charge of their own learning • Students can learn from or with each other • If students have varying learning styles they need varying teaching styles • A mix of methodologies may be the best approach • > Focus on form within meaning-based instruction

  7. Lesson planning Some principles (2): Studies show that … • Formal instruction speeds up the language acquisition process • Explicit instruction more effective than implicit • Drills followed by contextualised, freer use are useful • Regression is normal – with U-shaped development where performance is likely to be particularly variable

  8. Lesson planning John Klapper, Understanding and developing good practice: Language teaching in higher education (London: CILT, 2006)

  9. Lesson planning Group task (10 minutes): • Consider the ‘mini-lessons’ delivered in your group in session 1. • Which methodology or approach seemed to characterise each lesson? • What were the advantages of each approach? • How could the lessons be improved in the light of the different methodologies and approaches? • Agree on one or two points to share with the whole group.

  10. Lesson planning The lesson The constraints: • Degree of prescription in the module you will be teaching • Your departmental policy re language of instruction • Facilities available to you (e.g. IT) • Number and duration of seminars • Numbers of students in the seminar

  11. Lesson planning The lesson: signposting • Why? • Learner involvement and autonomy • At the beginning • At the end – for the following week • Is it clear in the module documentation?

  12. Lesson planning The lesson plan: • Clear objectives – to you and to the students • Timing: allow for • Registration; • Feedback on marked work, both whole class and individual; • Questions • Setting work to be done for the following week • Think about how you will treat each element of the lesson • Mix group work and whole class work

  13. Lesson planning Thelesson: further considerations • Be flexible in the language of instruction • Be flexible in content – even if it means you don’t finish the work prepared • How will you cover work left undone at the end of the seminar? • To be done as additional independent work? • Via resources on VLE? Email? • How will you deal with questions you couldn’t answer during the seminar? Email? VLE? Next week?

  14. Lesson planning Some ideas: • If seminar room is networked, use prepared Word files to gain a little time (they can be edited as part of the lesson, Powerpoint files can’t) • Ideas for using OHP slides • Crib ideas from your experience as a student • e.g. colour coding for cases • Crib ideas from each other

  15. Lesson planning Group task • Share with your group ideas you remember as being helpful to you as a learner either at school or as an undergraduate. • Agree on one or perhaps two to share with the whole group.

  16. Lesson planning María Fernández-Toro and Francis R Jones, DIY techniques for language learners (London: CILT, 2001)

  17. Lesson planning And finally – • Make sure you know who your mentor is and make use of him/her. • Don’t be scared of peer observation • Go out and enjoy your teaching.

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