Forthcoming Events:

Joint Workshop Day on Engaging ESL Pupils in Science with The Natural History Museum, 5th Nov. 96

National ESL/AL Conference, 14th Nov. 96

Educating the Internet Conference, Dec. 96

CONTINUING PROFESSIONAL DEVELOPMENT OF LANGUAGE TEACHERS

Continuing professional development is a professional expectation for all teachers.

The introduction of the National Curriculum for the past five years has provided an added impetus for training to meet the statutory requirements and delivery. Although the independent sector of private schools is not under a legal obligation to deliver the National Curriculum, yet there has been growing interest to follow the National Curriculum selectively.

However, continuing professional development, previously known as in-service training is part of the British tradition. Innovative practices, curriculum and materials development, teaching approaches would not have been in place without the active participation of teachers, formally and informally.

Language teachers, like any other teachers in the profession, are also under the obligation to take into consideration the wider technological advances of modern-day living. Their pupils live in a world of multi-literacies and they, too, have to reflect on and understand the new technology as a viable, pliant teaching and learning tool.

Continuing professional development goes beyond the narrow concept of skills, competencies and knowledge.

• What is the function and role of the present-day teacher?
• What are the concerns, issues and solutions?
• How does one balance individual personal needs and the whole-school needs?
• What sort of recognition would the teacher like to see?

For Modern Foreign Language Teachers

The Open Forum

Please give us your views, concerns and comments on any aspect of your professional engagement.

Would you like to try out a sample Self-assessment?

Technology and the MFL Teachers (please email David Buckland)

Pupils should be given opportunities, where appropriate, to develop and apply their information technology (IT) capability in their study of Modern Foreign Languages.

For English as a Second/Additional Language Teachers

ESL/AL, language support, language development teachers are perceived as support teachers in schools, dealing with individual or small groups of pupils within the subject classroom or on a short-term withdrawal basis. As with all support teachers, the role and function is very different from subject teachers. Particular skills and aptitude are called upon for efficacious delivery. The ESL/AL teacher may be full or part-time, specialist or non-specialist.

The Open Forum

Please give us your views, concerns and comments on any aspect of your professional engagement.

Would you like to try out a sample Self-assessment?

Technology and the ESL/AL Teachers (please email Andy Cox)

Information Technology Capability is an entitlement for all pupils within the National Curriculum, irrespective of their proficiency in English.

TEACHER ASSESSMENT IN LANGUAGE(S)

The day the cave-person started teaching, assessment was born. The day the cave-person started talking and teaching, language assessment was born.

Within the context of the National Curriculum the relationship between teaching and teacher assessment is made more explicit and formal through varied recording systems and the collection of evidence.

The ethos of teacher assessment is created by deepening and strengthening the relationship between teaching, learning and assessment. Teacher assessment is continuous, serving formative purposes. Pupils anticipate and expect to be assessed

• assessing is part of teaching and learning
• involving pupils in their own assessment
• collecting evidence and recording attainment

For Modern Language Teachers

The National Curriculum, Modern Foreign Languages statutory requirement applies to Key Stages 3 and 4 (secondary school) for all pupils. Unlike other NC subjects the eight level descriptions apply to Key Stages 3 and 4 only. The four attainment targets are:

• Attainment Target 1 - listening and responding
• Attainment Target 2 - speaking
• Attainment Target 3 - reading and responding
• Attainment Target 4 - writing

Part I of the NC/MFL - Learning and Using the Target Language

• In the light of your experience, what are the issues and problems which you would like to share with other colleagues?
• Your successes, difficulties and suggestions will be most welcome
• Have you tried assessing in the target language?
• If yes, what are the issues involved?

For English as a Second/Additional Language (ESL/AL) Teachers

There are no standardized levels. The four skills: listening, speaking, reading and writing apply.

The four fluency stages (please email Andy Cox) are used primarily for administrative purposes to get Central Government funding. Individual schools, English as a Second/Additional Language Support Teachers and Local Education Authorities (LEAs) have their own systems.

• What is your language assessment approach?

Please describe in detail, give extracts for clarification.

• What are your concerns about this approach?
• How do you record?
• How do you select evidence?