NCCA Review of Languages in Post- Primary Education 11th May 2007
NCCA Review of Languages Silvia Bertoni
3 Background Review process started in late 2003 (Modern Languages + English and Gaeilge) Publication of Languages in the Post-primary Curriculum: a discussion paper (2003) Survey and on-line questionnaire Two invitational seminars (2003 and 2004) Seminar with language committees (September 2004) Call for submissions At the same time publication of Inspection of Modern languages: Observations and Issues (DES, 2004)
4 Purposes Initiating a discussion on languages in post- primary education Eliciting views from all those involved in language education Identifying issues to be addressed
5 Report of the First Phase (Spring 2005) Some points for discussion: Need for a language policy An integrated language curriculum Irish as a mother tongue and as a second language Practices in language teaching and learning Assessment of learning and proficiency in languages Extent of engagement with the CEFR and the ELP
6 Good practice Commitment Use of active learning strategies (group work, etc) Planning of well-structured lessons Engagement of language assistants Planning for mixed-ability teaching Use of textbooks and authentic materials Sensitive correction of student errors
7 Issues Large use of examination rehearsal techniques Narrow range of teaching strategies Level of dependency on texts Balance between experiential learning and analytical learning Scope for greater use of the target language Scope for more explicit development of learner autonomy
8 Work to-date Board of Studies and Course Committees Common agenda and syllabus framework Statement of Learning Outcomes Embedding the Key Skills in the curriculum Incorporating use of ICT in the current syllabus
9 N ext steps Alignment with European developments –Common European Framework of Reference (CEFR) for languages –European Language Portfolio (ELP): school- based project (junior cycle) Review of current assessment arrangements