Learning from the Classroom
Learning from the Classroom is an ALL initiative to connect and share research and practice by teachers for the benefit of members. There is growing interest in evidence-informed practice in the teaching profession as a whole, with calls for more research into the teaching and learning of languages in the UK context (Teaching Schools Council, 2016). As leaders of learning, teachers use external research, combined with their own experience, to identify what works best in their setting (Buck, 2016). Learning from the Classroom is an opportunity to learn what other language teachers are doing and to reflect on insights which might inform our own work.
Engagement with evidence-informed practice is an expectation for teachers (DfE, 2012) and is a central component of the new Mentor Standards (DfE, 2016) as well as other professional accreditation routes e.g. NPQSL. Evidence-informed practice is part of the routine work of many teachers and ALL supports its members by providing easy access to a range of articles by teachers who are willing to share their classroom-based research. This could emerge from Masters or other postgraduate study, but contributions drawing on other non-accredited research and development work, as well as collaborative inquiry, are also welcome.
Currently, ALL provides updates, short features and practitioner- focused pieces via ALLNet and the Languages Today magazine, as well as more detailed articles of international relevance in the Language Learning Journal. These are important ways to share knowledge and ideas, and Learning from the Classroom is intended to provide a further medium for sharing classroom-based interventions, inquiry and small-scale research.
Learning from the Classroom is an exciting way to celebrate the amazing work taking place across the country to enhance learning opportunities for children and young people in schools. Learning from the Classroom allows teachers to stand back from their busy lives, share learning and reflect on potential impact in a different context.
Let’s share our learning together and fly the flag for languages!
Buck, A. (2016) Leadership Matters, Woodbridge: John Catt Educational Limited
Read the latest submissions
With a lack of student motivation being described as ‘the greatest challenge facing FL teachers in the UK’ (Barton, 2014: 11), to what extent can explicit culture teaching during starter activities motivate GCSE students of Spanish with their language learning? Explore Culture Teaching and Motivation in the Languages Classroom by John Robert Moffatt. John Moffatt graduated […]
by Dimitri Lera. Does the use of cognates on Modern Foreign Language Acquisition (MFLA) equally benefit a varied pupil demographic? Explore this investigation into secondary school pupils learning of French and discover strategies for effective cognate teaching and indications for further research.
Encouraging and enhancing purposeful and productive thinking in the Second Language classroom within the context of Advanced teaching and learning
by Karen Sykes. Find out how research into purposeful and productive thinking (PPT) led to the application of key ideas to teaching A Level.
How to assess in French in Key Stage 3, replacing National Curriculum Levels whilst keeping a clear record of progress at individual, class and departmental level
by Marion Pellon. Consider ways of assessing at Key Stage 3 whilst keeping a clear record of progress.
by Angharad Simpson. Explore the notion of literature teaching and how you can increase your confidence and improve the quality of your own teaching and learning.
by Analia Cikotic. Find out how curriculum innovation on ‘World Culture’ can develop children’s intercultural competence.
by Amy Periam. Find out how CLIL can enrich your teaching practice and give you ideas for further learning projects.
by Sarah Perry. Are languages for all? Does the curriculum make this a realistic goal? Does languages teaching offer something for everyone? If so, what?
Driving motivation and spontaneity: an enquiry into the interaction between authentic materials and speaking skills in an all-girls Year 8 class
by Annelies Baneke. This paper assesses authentic materials as a source of cultural and social insight; elements which can drive more meaningful learning in MFL. It explores humour, intercultural understanding and communicative confidence, and suggests that carefully mediated resources can effectively underpin motivation and spontaneity.
Music, lyrics and videos: an effective tool for teaching and learning Spanish in the second language classroom?
by Jackie Osei-Tutu. ‘Shake if Off, ‘See You again’, ‘Seven Years’ are all songs with hooks which stick in our minds. Using Spanish reversions with slick lyric videos from YouTube helped student’s memorisation, grammar learning and had them singing in Spanish!