ICT AND MFLCharlotte Bradfield 0504627

WHY? “A key part of the Government’s

education strategy is that all teachers should be able top exploit the potential of ICT to raise further pupils’ standards of achievement” (Teacher Training Agency, 1999, P1).

Government initiative that by 2010 all children in Key Stage 2 should have an entitlement to language learning.

Shortage of specialist language teachers

MFL FRAMEWORKThe Framework is organised on the basis of five

strands.  The Objectives comprise three clearly

progressive core strands of teaching and learning:

Oracy Literacy Intercultural Understanding  In addition, two cross-cutting strands are

included: Knowledge About Language (KAL) Language Learning Strategies (LLS)

(DfES, 2005)

IDEAS MFL packages Power point E-mail Webcam Websites- northumberland, CiLT

RESEARCH SAYS... The Nuffield Languages Inquiry (2000)

highlights the importance of linking technology and languages.

Experience is limited- “providing authenticity and realism” (Meiring and Norman, 2005, p132).

Engaging boys in MFLResearch carried out by Gray, C., Pilkington, R., Hagger-Vaughan.,

and Tomkins, S (2007)

GO!ANIMATE

Website

Free

Subscribe

RESOURCEHTTP://GOANIMATE.COM/MOVIE/04BLG1PUX87I/1

GO!ANIMATEAdvantages Disadvantages

Free Easy to use Provides

opportunity for progression

Encourages sharing of ideas

Engaging Can be used by

teacher or pupil

Public, access to other users- Byron report issues.

Not suitable for Foundation, limitations for KS1.

Time consuming.

THE TEACHER WILL HAVE... Used ICT to support other curricular

areas. A tool for assessment. A way to promote higher order thinking

skills; evaluation, creative thinking. Support in teaching. Includes VAK support.

THE CHILDREN WILL HAVE... The opportunity to self assess, and

improve performance giving them greater ownership of their learning.

Engaging resource. Creates a meaningful context. Requires ICT and MFL skills.

IDEAS FOR GO!ANIMATYE

Teacher support

Create a meaningful environment

Stimulus for role play

http://goanimate.com/

BIBLIOGRAPHY Byron, T (2008) Safer Children in a Digital World: The Report of

the Byron Review, Nottingham: DCSF. DfES (2005) The Key Stage 2 Framework for Languages,

London: DfES. Go!animate website, http://goanimate.com/, accessed 25/05/10. Gray, C., Pilkington, R., Hagger-Vaughan., and Tomkins, S (2007)

“Integrating ICT into classroom practice in modern foreign language teaching in England: making room for teachers’ voices”, European Journal of Teacher Education 30 (4) pp.407-429.

Meiring, L and Norman, N (2005) “How can ICT contribute to the learning of foreign languages by pupils with SEN?”, Support for Learning 20 (3) pp.129-134.

The Nuffield Languages Inquiry (2000) Languages: the next generation, London: The Nuffield Foundation.

Teacher Training Agency (TTA) (1998) The use of ICT in subject teaching: expected outcomes for Teachers, London: Teacher Training Agency and the Departments of Education.