The reflective practitioner in the context of primary MFL, with the focus on teaching oracy. By Charlotte Bradfield

What was it all about? My study aimed to explore what challenges are present for a generalist class teachers when delivering the oracy strand in Modern Foreign Language(MFL).

Why? Government initatitive that by 2010 all children in Key Stage 2 should have an entitlement to language learning.

Issues surrounding the area

What do other people say?

Aims To critically reflect on the quality of my teaching of MFL and to identify implications for my future practice. To consider how a range of resources can be used to support and develop my confidence and ability to teach MFL. To explore how children respond to the use of different activities and how these activities support their oracy development.

Main Findings The main findings from my research have been firstly, that my own use of language, children’s engagement in activities and enjoyment all contribute to the quality of the teaching and learning in my MFL lessons. Additionally, that a variety of resources can support my ability and confidence when teaching MFL. Lastly, that different resources provide different support for pupils in their oral development. The results from the questionnaire show that it was the active resources that the children believed that they learnt the most French in.

The BIG picture Children’s learning experiences are defined ultimately by the teacher.

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