Speaking spontaneously : an examination of the University of Cumbria approach to the teaching of modern foreign languages
Communicative Language Teaching in the modem foreign languages (MFL) curriculum in English schools has become the norm and yet is relatively under-theorised. This thesis sets out to explore through an in-depth case study of one school, the theory and practice of a model of CLT developed by the University of Cumbria. Communicative Language Teaching (CLT) in English secondary schools typically involves pupils learning to communicate around set topics, for example 'holidays.' Activities such as role plays and listening exercises focus on this topic language. However, despite this communicative focus, studies have shown pupils lack confidence, creativity and spontaneity in speaking and interacting in the target language. Modem foreign languages lessons which employ the University of Cumbria Approach (UCA) immediately strike the observer as being different. The teacher and pupils speak the target language almost exclusively, with constant interaction in the target language. Lessons feature songs, mimes, a team competition, and competitive activities and are well-paced and dynamic. More traditional lessons may feature these, but rarely together. This study set out to identify if the UCA had a unique combination
Christie, Colin Michael
Speaking spontaneously : an examination of the University of Cumbria approach to the teaching of modern foreign languages. Communicative Language Teaching in the modem foreign languages (MFL) curriculum in English schools has become the norm and yet is relatively under-theorised. This thesis sets out to explore through an in-depth case study of one school, the theory and practice of a model of CLT developed by the University of Cumbria. Communicative Language Teaching (CLT) in English secondary schools typically involves pupils learning to communicate around set topics, for example 'holidays.' Activities such as role plays and listening exercises focus on this topic language. However, despite this communicative focus, studies have shown pupils lack confidence, creativity and spontaneity in speaking and interacting in the target language. Modem foreign languages lessons which employ the University of Cumbria Approach (UCA) immediately strike the observer as being different. The teacher and pupils speak the target language almost exclusively, with constant interaction in the target language. Lessons feature songs, mimes, a team competition, and competitive activities and are well-paced and dynamic. More traditional lessons may feature these, but rarely together. This study set out to identify if the UCA had a unique combination
speaking examination university cumbria teach modern_foreign language communicative_language teaching modem foreign_language mfl curriculum english school_become norm yet relatively under theorised set_explore depth_case study school theory_practice model clt develop university cumbria communicative_language teaching clt english_secondary school typically involve pupil learn communicate around set topic example activities role_play listen exercise focus topic language however_despite communicative focus study_show pupil lack confidence creativity speak interact target_language modem foreign_language lesson employ university cumbria immediately strike observer different teacher_pupil speak target_language almost_exclusively constant interaction target_language feature song team competition competitive activity well paced dynamic traditional lesson may feature rarely together study set identify unique combination