The teaching of modern foreign languages in the primary school

P. Driscoll

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Second Language Learning and Teaching EFL/ESL Teaching and Learning French Language Learning Methods

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Part One: Policy and Rationale Chapter 1. Modern foreign languages in the primary school: a fresh start Patricia Driscoll Chapter 2. Teacher expertise in the primary modern foreign languages classroom Patricia Driscoll Chapter 3. Policy issues for primary modern languages Lesley Low Part Two: Classroom Issues Chapter 4. The four language skills: the whole works! Alison Hurrell Chapter 5. Teaching in the target language Peter Satchwell Chapter 6. Classroom connections John Muir Chapter 7. Games and songs for teaching modern languages to young children Glynis Rumley Chapter 8. Resources for the teaching of modern foreign languages in the primary school Shelagh Rixon Chapter 9. Intercultural competence and foreign languages in the primary school Michael Byram and Peter Doye Chapter 10. Inter-school collaboration across Europe Michael Evans Part Three: Future Development Chapter 11. Modern foreign languages in the primary school in England: some implications for initial teacher training Keith Sharpe Chapter 12. Developing primary MFL: a teacher led, community-focused approach David Frost Chapter 13. A research agenda for modern languages in the primary school Richard Johnstone Appendix

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2004Teacher assessment: the concept of ‘diagnostic competence’2004The provision of foreign language learning for pupils at key stage 2 2005Primary modern foreign languages: an overview of recent research, key issues and challenges for educational policy and practice 2009Modern languages in the primary curriculum: are we creating conditions for success?2019Making the most of an early start to L2 instruction 2009Continuity or a fresh start? A case study of motivation in MFL at transition, KS2–3 2009Metalinguistic awareness and evidence of cross-linguistic influence among bilingual learners in Irish primary schools 2006Training confident primary modern foreign language teachers in England: An investigation into preservice teachers’ perceptions of their subject knowledge

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