Professional Development Consortium in Modern Languages

The decline in popularity of Modern Foreign Languages (MFL) in England and the wider UK is well-documented. In the summer of 2010, for example, French was no longer in the 'top ten' in terms of numbers of 16 year olds taking it as a GCSE examination. Equally, in a summary of reports from 2004-2007, OFSTED (2008) indicate that in the teaching and learning of MFL in England there are still many areas for improvement. Attainment (as judged by teacher assessment) is described as being below that in other subjects, with particular weaknesses in speaking and writing. Indeed the most recent OFSTED (2011) report identifies a lack of opportunities given to students in KS3 and KS4 to speak and write, particularly in terms of being able to express what they want to say. Reading and listening are also areas of concern in the report. It has been argued that the teaching of MFLs in England is based upon a curriculum and assessment model which has insecure foundations in theory and research evidence (Mitchell, 2003). Our work in Initial Teacher Education also makes us aware of a divide between what research indicates are the principles of effective language teaching and learning and the practice that is common in MFL classrooms. This project aims to close this divide and thus has the potential to have a significant impact on the teaching and learning of foreign languages in the UK

Against this rather pessimistic background within England, there is a substantial body of international research in the field of second/foreign language education that highlights certain key principles that underpin effective teaching and learning (Ellis, R., 2005). These principles have been investigated in our own research in the context of English schools and have been shown to be highly effective. In this follow-on project we intend to help close the divide between research evidence and practice and consequently improve the teaching and learning of MFLs in England by taking further the work of a Professional Development Consortium in Modern Foreign Languages established in the South of England, and whose members (the applicants and MFL school teachers from four schools) have collaborated on the development of this proposal. The Consortium will initially (in Phase 1) produce training materials that will then be used to embed research-based principles into MFL teaching in a wider range of schools and in Initial Teacher Education in Phase 2, through a series of six workshops. Schools participating in these training events will then be supported to implement the principles presented at the workshops into their teaching. Tutors from Initial Teacher Education establishments will be asked to incorporate the principles into their work with trainee teachers. The impact of the training on workshop participants will be evaluated through a questionnaire and also through a report from school MFL departments, outlining how they have integrated the principles into the work of the department.

The key outcome of our project will be wider implementation of research-based principles into MFL teaching. It will therefore have direct and immediate impact on teachers and pupils. Alongside the impact on academics highlighted in the Academic Beneficaries section, the project will have impact on the teaching and learning of Modern Foreign Languages by influencing the following groups:

1. Teachers. These will fall into three groups: those involved in the project, in the development of materials and the delivery of workshops, whose own understanding of the principles being conveyed will be enhanced by focusing on their implementation and on how they can be operationalised into activities and used in materials that will be conveyed to other teachers; teachers participating in the workshops, who will improve their pedagogical knowledge and enhance their teaching expertise, by basing it on research-supported principles; teachers in the departments of those who attend the workshops, who will learn from these colleagues and gain access to materials that they can use in their classrooms. Teachers will be recruited to the workshops through our contacts in Initial Teacher Education throughout England, who work with a wide range of schools, and through a database of over 40 MFL departments who have contributed to the PI's Esmee Fairbairn project on listening comprehension. The Principal and Co-Investigator have considerable experience in organising and leading dissemination conferences for teachers, academics and policy makers, many of which have involved extensive collaboration with school-based colleagues, on such themes as learner strategies and target language use.
3. Policy makers. The study will provide an alternative model for the assessment of MFL, that will more accurately reflect what research tells us about progression in language learning. Its use in schools rather the current assessment framework will benefit learning outcomes, as the negative washback effect of the current system will be eradicated. Policy makers will gain insights into more effective models of bringing about classroom change than those adopted in a top-down approach. As well as inviting policy makers to Phase 2 workshops, we will also disseminate findings to them by inviting them to dissemination conferences aimed at ITE tutors. We have previous experience of interacting with policy makers in dissemination events, for example, our dissemination conference at the British Academy in April 2010.
4. Pupils. Language learners will be the ultimate beneficiaries of the project, as they will experience teaching that research has shown leads to more effective learning. They will thus gain in confidence in, and enjoyment of, language learning, with long-term benefits for their employment prospects.
5. Tutors in Initial Teacher Education. A number will be invited to the Phase 2 workshops and we will hold further dissemination conferences for them. Effective teaching has its roots in efffective initial teacher education, and it is therefore vital that tutors from this sector are targeted in this project. We have already worked with CILT in leading a major MFL ITE conference based on our research findings.

The book that will result from the project, with accompanying web-based materials, will help ensure the lasting impact of the project. Its use by ITE tutors will be important in promoting the project's principles to beginning language teachers in the years ahead. We will also liaise with Professor Do Coyle, University of Aberdeen, to support her in further dissemination work in Scotland.

The long-term impact of the project will be to contribute to the improvement of language learning and teaching in the UK, with more learners continuing with language study post-14, with subsequent positive effects for the UK job market.