1,721,121 research outputs found
Creativity and empathy in language teaching: Language teachers' professional journeys
No full textThis publication is under contrac
Rethinking the purpose of language education
No full textIn the following opinion article Suzanne Graham and Alison Porter argue that primary language education needs a more meaningful and coherent rationale than it currently has. Their research offers suggestions for such a rationale, demonstrating that focusing on both linguistic skills and non-linguistic outcomes like creativity and empathy develops essential competencies for global citizenship, while potentially also solving some of the challenges of transition from primary to secondary education
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Digital empowerment in language teaching
No full textPrimary languages can make an important contribution to the aims of the
Curriculum and Assessment Review Group. Drawing on our Digital
Empowerment in Language Teaching (DELTEA) research project, we
show how digital technology can enhance teacher competence and
confidence while developing children’s linguistic skills alongside crucial
twenty-first-century competencies such as creativity and empathy. We
argue that primary languages education can play a vital role in the
Review’s vision for developing in all learners essential skills for modern
life, when supported by appropriate digital tools and investment
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Research in primary languages: contribution to teacher professional development
No full textThe teaching of a second/foreign language in primary school has become a global phenomenon. Nevertheless, the scant evidence that exists about primary school teachers’ knowledge and beliefs about language pedagogy suggests that these are often influenced by their own experiences and “lay wisdom” rather than by research-informed principles. Furthermore, bringing about shifts in the knowledge and beliefs of busy in-service teachers is a challenge. This chapter begins by outlining what is already known about primary language teachers’ beliefs, and what key research-informed principles might be important for them to know and understand. It then considers the creation and impact of an online training initiative designed to develop teachers’ understanding of primary languages pedagogy and practice. Drawing on both quantitative and qualitative data from teacher participants in a Massive Online Open Course (MOOC), we discuss whether the initiative resulted in changes in teachers’ understanding and beliefs, and to what extent the methods used in the online materials facilitated any development. The chapter concludes by considering the implications of the study for models of primary school language teacher development and areas for future research
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