'Decolonise Secondary MFL Curriculum' Special Interest Group
Welcome to the Decolonise Secondary MFL Curriculum Special Interest Group webpage. Our group is concerned with bringing attention to the issues of race and racism in Secondary MFL and our aims are underpinned by our conviction that urgent research and pedagogical intervention relating to these issues is needed in our subject.
Through this SIG we facilitate dialogue between MFL specialists in schools, universities, HE ITT institutions and publishing, in order to mobilise pedagogical advances in decolonised curriculum development, in order to have positive practical impact on our students in the secondary MFL classroom.
We subscribe to the notion that meaningful advancements in this area are only possible through collaborative working between experts with aligned values, and we are excited about embarking on this journey of learning and sharing expertise with colleagues through this group. Readers with a particular interest/specialism in this area and who are willing to commit to half-termly meetings are welcome to register their interest: info@ALL-languages.org.uk
Similarly any references to related reading material, project reports, resources or materials can be sent to info@ALL-languages.org.uk for potential inclusion.
This webpage will be updated with our ongoing work and developments in this area.
As an ALL member, you will receive full access to ALL publications: the Language Learning Journal, the ALL Language Zones and termly copies of Languages Today magazine. You will also be kept in the loop through the weekly e-bulltin ALLNet and receive a discount on other ALL publications. You can find out more about joining here.
What we offer for ALL members:
Local networks
Languages Today
ALLNet
Events
Language Zones
Language Learning Journal
Supporting work to decolonise the MFL Secondary Curriculum in collaboration with...
Decolonising MFL Reading/Research
Decolonising Modern Languages: A Symposium for sharing practices and ideas, IMLR
AMLUK Symposium on Pedagogies in Modern Languages, Area Studies and Linguistics
Engage African Literatures
Dr Madhu Krishnan and Dr Ruth Bush were highly commended in the 2015/16 Engagement Awards for their engaged research teaching African and postcolonial diasporic literatures to a wide audience.
This short film explores some of their work in this field.
Decolonising MFL Training Resources
Panford, L & Irvine, M (March 2021) - What does an antiracist, decolonised MFL lesson look like?
Decolonising Education: From Theory to Practice
Decolonial Theory Course - Futurelearn.com
University of Bristol
Decolonising MFL teaching Resource Bank – for all languages
Pearson Resources: Permission to speak! Amplifying Marginalised Voices Through Languages
Anti-Racist and Diverse Resources for MFL
Google Docs with thanks to Sophia Chahad for sharing
Decolonising MFL
Decolonising MFL – with thanks to St Mary’s University PGCE Secondary trainees (2020-21) for sharing
Decolonising MFL Whole School Project Work
Inclusive Outreach Through Translation Project
A Decolonised European Day of Languages
Feedback from EDoL & Pupils’ Work
Bili
Resources on Decolonising the Curriculum (non subject-specific)
What is decolonisation and why does it matter at Cambridge?
Manifesto from Keele
Keele University’s Manifesto for decolonizing their curricula
Manifesto from Kent
University of Kent’s decolonising the curriculum Manifesto
Blog from SOAS
SOAS Blog – Decolonising the Curriculum
Blog fom Wonkhe
Blog from Newcastle
The ALL Special Interest Group
Decolonise Secondary MFL Curriculum SIG
SIG Members
Please click here.
Twitter handles
@melinairv
@panford_lisa
@ALL4Language
Facebook Group
The Decolonising MFL Facebook group (not hosted by ALL) can be contacted here.
Elsewhere on the ALL Website
OASIS
The Open Accessible Summaries In Language Studies (OASIS) initiative aims to make research findings on language learning and teaching available and accessible to a wide audience.
OASIS summaries are one-page descriptions of research articles on language learning, language teaching, and multilingualism that have been published in peer-reviewed journals listed on the Social Science Citation Index or the Arts and Humanities Citation Index. The summaries provide information about the study’s goals, how it was conducted, and what was found, and are written in non-technical language. Where relevant, they also highlight findings that may be of particular interest to language educators, although the initiative is not solely aimed at research with immediate practical implications. The summaries are generally approved, and often (co-)written, by the author(s) of the original journal article.
Language teaching: learning from the past
The first package from the Language Teaching: Learning from the Past project is ready to trial. It deals with “Differentiation and diversity in language teaching”. Please follow this link to access the material https://www.nottingham.ac.uk//CLAS/Research/Modern-languages-research-groups/Learning-from-the-past/Language-Teaching-Learning-from-the-Past.aspx
Contact for feedback etc. is simon.coffey@kcl.ac.uk
Advice for primary teachers
Advice & guidance for teachers of languages in the primary sector.
Advice for language coordinators
Advice & guidance for language coordinators in the primary sector.
Advice for head teachers
Advice & guidance for head teachers & governors in the primary sector.