Collaborative Grammar Teaching in English and MFL Sarah Campbell MFL teacher UKLO Committee LAGB Education Committee

Overview A brief history Challenges Current good practice A way forward….

1960s Little notice given to potential benefits of collaborative grammar teaching, due in part due to the differing aims of and methods used in English and MFL. Attempts at collaboration were rare, and usually initiated by MFL teachers. English teachers viewed this as their MFL colleagues shirking responsibility!

1970s Academic feeling beginning to shift Council of Europe conference in Helsinki CILT conference, ‘The space between’, drew tentative conclusion that there was a place for collaborative teaching and a ‘common model’ for grammar teaching. Resourcing, training, timetabling raised as important issues. Linguistics described as an ‘interdisciplinary bridge’

1990s 1999 CILT and QCA (Qualifications and Curriculum Authority) funded school based projects designed to work ‘across the space between’ National Literacy Strategy provided a springboard for renewed work in the area Collaborative planning, mutual observation, sharing best practice were key for teachers Most projects involved used of common methodologies and terminologies to extend and develop pupils’ writing Many invoked pupils’ knowledge of English to support MFL, but one drew on MFL grammar knowledge to develop understanding in English.

Today? Previous projects were valuable, but impact remained short term. Common stumbling blocks appear time and again: – Timetabling – Lack of training – Over dependence on an individual Other issues potentially affecting long term success include: – Pupils’ attitudes – Grammar’s ‘bad reputation’ – Pupils not seeing relevance

Why try again? New National Curriculum for Languages aims to ensure that all pupils: – understand and respond to spoken and written language from a variety of authentic sources – speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation – can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt – discover and develop an appreciation of a range of writing in the language studied Statutory Key Stage 2 Languages from September 2014 Increased interest in global education

Current good practice Porter Croft Primary School, South Yorkshire Winners of 2013 EU Language Label Award “…creation and delivery of…modules that mirror and reinforce the English learning objectives for grammar and genres within weekly MFL lessons for the mutual benefit of teaching and learning in both languages” “Transformational” effect for the school

Where next? Network of educators and academics driving a renewed push? Criteria for success? – Senior Leadership support – Time, support and resources – Timetable flexibility – Sustainability – Recognition of wider benefits