A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

326 ❘
Teaching in the disciplines
Here, teaching style and content are determined by the National Curriculum (NC) and
the various National Strategies. The NC for MFL broadly supports a communicative
approach, stressing language as a means of communication rather than as an object of
academic study. This is, however, balanced by recognition of the role of ‘precommunicative’
work and the relationship between communication skills and more
formal language-learning skills. The recent MFL Framework for Key Stage 3 accentuates
this aspect still further and, in its specific objectives, places great emphasis on how
language works, encourages the learning of high-frequency words and transferable
phrases, and promotes mastery over broad topic coverage.
Beyond 16, a wide range of qualifications are offered by numerous approved bodies
such as the Royal Society of Arts (RSA) and City and Guilds; the effects of the New 14 to
18 Diplomas will need to be monitored. The National Languages Strategy encourages a
plurilingual approach to language learning, including the use of the Languages Ladder
which measures accredited and informal achievement against the Common European
Framework. This defines developmental stages of competence in language use, enabling
the creation of a Languages Portfolio outlining skills attained in a range of languages.
HEIs may find portfolios increasingly prevalent among their non-specialist candidates.
Specialists are more likely to pursue the traditional A Level qualification route, though
this also undergoes constant reform to ensure a smooth follow-on from earlier stages.
There is an emphasis on mixed skills teaching and testing, on use of the target language
as the main medium of communication and on encouraging the development of real-life
language-learning skills through use of texts in examinations and individual control of
tapes in listening components. In addition, the ‘modular’ nature of courses allows
students to ‘bank’ modules over a limited period of time. AS qualifications reward a
shorter period of study in a greater number of subjects which can stand alone or be
developed into fully fledged A2 awards. In the private education sector the broaderbased
International Baccalaureate is gaining in popularity; despite strong interest in the
state system, policy-makers have yet to be moved.
A recent comprehensive review of the national languages policy called for a ‘powerful
programme of action’ and a ‘renaissance in language learning’ (Dearing and King, 2007),
the cornerstone of which is compulsory language learning from 7 to 14. This has so far
met with political approval (DfES, 2007) and language teachers throughout the sectors
are holding their breath.
Interrogating practice
• To what extent does your department’s current practice take account of
the needs and skills of incoming learners?
• Think of three ways you might improve upon current practice.