3.2.2 Cross-curricular Language Teaching Through Collaboration In order to meet the National Curriculum’s statutory requirements, Languages are required to be taught cross-curricularly. The important question to ask here is; what benefits are students likely to see in terms of their learning when exposed to such an approach? Brown and Brown (1999) have long acknowledged the importance of such a method and state that a cross-curricular approach can: Help pupils to understand similarities and differences between life in their local community and the experience of children and communities around the world; link language learning activities with and activities that pupils have met in other areas of the curriculum; give a global context to pupils’ language learning; help pupils explore and understand local and global issues and in the process set a model for lifelong learning. (p. 9). In an earlier publication, Brown and Brown (1996) also acknowledged that a cross-curricular approach can levels of motivation among pupils, encourage reflective practice, and “heighten encourage collaborative teaching and planning”. (p. 1). The recent emphasis on collaborative planning to promote cross-curricular teaching in Languages has been supported by various U.K. based organisations. These organisations are dedicated to the sharing of project ideas, resources and best practice surrounding cross-curricular language teaching and learning. Examples from such organisations include: The Pathfinder series produced by the National Centre (CILT), which includes publications on cross-curricular language teaching, providing teachers with practical examples of lesson plans and resources for the teaching of numeracy, literacy and humanities in French; Languages Content and Language Integrated Learning (CLIL), “dedicated to introducing students to new ideas and concepts in traditional subjects (often humanities), using the target language as the medium of communication”; Languages Without Limits, a project aimed at providing language education for all, especially those students with additional educational needs, through making links with Citizenship; The Association for Language Learning (ALL) provides seminars and question and answer sessions on a range of issues surrounding language and language teaching; The Linked Up Languages Scheme, run by the Links into Languages Programme, offers teachers a wide range of advice, topic areas and resources to help with language planning, teaching and assessment.
3.2.2 Cross-curricular Language Teaching Through Collaboration In order to meet the National Curriculum’s statutory requirements, Languages are required to be taught cross-curricularly. The important question to ask here is; what benefits are students likely to see in terms of their learning when exposed to such an approach? Brown and Brown (1999) have long acknowledged the importance of such a method and state that a cross-curricular approach can: Help pupils to understand similarities and differences between life in their local community and the experience of children and communities around the world; link language learning activities with and activities that pupils have met in other areas of the curriculum; give a global context to pupils’ language learning; help pupils explore and understand local and global issues and in the process set a model for lifelong learning. (p. 9). In an earlier publication, Brown and Brown (1996) also acknowledged that a cross-curricular approach can “heighten levels of motivation among pupils, encourage reflective practice, and encourage collaborative teaching and planning”. (p. 1). The recent emphasis on collaborative planning to promote cross-curricular teaching in Languages has been supported by various U.K. based organisations. These organisations are dedicated to the sharing of project ideas, resources and best practice surrounding cross-curricular language teaching and learning. Examples from such organisations include: The Pathfinder series produced by the National Centre (CILT), which includes publications on cross-curricular language teaching, providing teachers with practical examples of lesson plans and resources for the teaching of numeracy, literacy and humanities in French; Languages Content and Language Integrated Learning (CLIL), “dedicated to introducing students to new ideas and concepts in traditional subjects (often humanities), using the target language as the medium of communication”; Languages Without Limits, a project aimed at providing language education for all, especially those students with additional educational needs, through making links with Citizenship; The Association for Language Learning (ALL) provides seminars and question and answer sessions on a range of issues surrounding language and language teaching; The Linked Up Languages Scheme, run by the Links into Languages Programme, offers teachers a wide range of advice, topic areas and resources to help with language planning, teaching and assessment.
Using_Pupil_Voice_to_Investigate_Students'_Thoughts_and_Opinions_on_Cross-Curriculum_Language_Teaching.docx