Network for Languages London


Dr Ross Cooper gave a talk, representing AchieveAbility, for the research on teaching dyslexic pupils within a languages School curriculum.

Workshops covered a variety of languages and include practical ideas and strategies for teaching languages at Key Stage 2 and beyond. Sessions by primary and secondary practitioners will address their own experience of teaching languages, including the use of ICT, the MFL and Literacy link; the Cumbrian Approach to teaching languages; integrating languages across the curriculum and enrichment activities for students to experience languages in context and to ensure progression from GCSE to A2.
Primary and Secondary MFL Conference 28 June 2014

Why should I attend?

This conference offers a timely opportunity for primary and secondary teachers of languages to get together, to share resources, strategies and ideas for the classroom. It is a chance for non-specialist and specialist primary language teachers to prepare themselves for the introduction of compulsory languages at Key Stage 2 from September and for secondary teachers to review how they are teaching the curriculum. Workshops and presentations will cover teaching languages at an ab-initio level and beyond, including examples of how languages can be integrated in to other subjects. Materials and resources developed by the Cultural Institutes and other organisations to support language learning in the classroom will be showcased on the day.


Key note presentation on inclusive MFL learning and teaching MFL learners with different special educational needs;
Plenary session on research conducted on progression in grammar and vocabulary;
Workshops and examples of teaching primary and secondary French, German, Spanish, Italian, Portuguese and a multi-lingual approach to teaching languages will be provided;
The opportunity to learn about the Cultural Institutes and other initiatives to support languages at your school, such as Arsenal Double Club.
What will the conference enable me to do?

This one day Saturday conference will enable you to:

Consider inclusive learning of MFL and strategies to meet all learners’ needs in the classroom;
Hear about current research being conducted at the University of York regarding progression in grammar and vocabulary;
Gain inspiration and ideas about how best to get languages going at Key Stage 2;
Hear from a variety of language practitioners sharing their approach to teaching languages at Key Stage 2, Key Stage 3 and beyond;
Find out about a range of resources available to support language learning in the classroom
Event Outline

Key note presentation from:

David Wilson –Challenging assumptions: access to modern foreign languages for learners with additional needs.

The appropriateness or otherwise of teaching modern foreign languages (MFL) to learners with special educational needs (SEN) continues to provoke debate. Even seasoned advocates of a policy of “language learning for all” remain uncertain how to support every student in the MFL classroom with learning, behaviour, emotional or social difficulties, speech, language or communication needs, autistic spectrum disorders, visual or hearing impairment or physical disabilities. The presenter will review existing good practice when including vulnerable learners in MFL, identifying ways of addressing their needs.

Now retired, David R. Wilson works voluntarily in the Equal Opportunities Department at Harton Technology College in South Shields, where, for 37 years, he taught French, German and latterly secondary school students with learning difficulties. His research interests and website focus on school curriculum accessibility, with particular reference to modern foreign languages, special educational needs and appropriate use of information and communications technology. He has published articles, delivered teacher-training workshops and presented papers at international conferences in Europe, Asia and North America.

Plenary presentation from:

Dr Emma Marsden and Rowena Hanan, University of York – Making grammar matter in the input: The ‘Processing Instruction’ approach

‘Processing Instruction’ contains listening and reading activities that make the function of grammar essential. Here, we describe some relevant learning theory, outline the design of activities, and give examples from a research project with year 5 and 6 learners of German.

Emma has taught French and been Head of Spanish in an 11-18 school in Derby, taught French to primary school children, and taught English to adults and children in France, Spain and Chile. She has published research on grammar and vocabulary learning and teaching, and more recently, has been investigating motivation and uptake. She advises on a number of groups, including the Committee for Linguistics in Education, the A Level Content Advisory Board, and the DfE Subject Expert Panel for Languages. Rowena received her undergraduate degree in Linguistics, German and Education from the University of York and went on to complete an MA in Language Learning and Education. Rowena is currently studying for a PhD in Education; her research is exploring the effectiveness of explicit grammar instruction for primary school level foreign language learning. Throughout the last two years Rowena has also taught German in three primary schools in and around York.

Recently, Marsden and Hanan led a teacher-researcher workshop, at which teachers and teacher educators designed small research projects in collaboration with researchers. Marsden and Hanan are currently investigating teacher perceptions and use of research.

Click on the arrow above to find the booking form.