Category: Pedagogical Approaches

A further set of questions relate to the possibility of teaching translanguagingin classrooms. The pedagogical side is underdeveloped in general. While wehave studied the practice of translanguaging in social life – i.e. , in urban youthencounters, linguistic landscapes, and the Internet – we haven’t ?gured out howto develop such pro?ciency among students in classrooms. In a recent studyon translanguaging practices in bilingual classrooms, Creese and Blakledge(2010: 113) emphasize “the need for further research to explore what ‘teachable’pedagogic resources are available in ?exible, concurrent approaches to learningand teaching languages bilingually”. In making this call, they echo what otherscholars like Lin and […]

1.2 Assessment for LearningAssessment for Learning (AfL), called Formative Assessment founded on research led by Paul Black and Dylan Wiliam, professors at Kings College. Their study is entitled Inside the Black Box (1998). The “Black Box” representationally symbolizes the classroom where the learning process takes place involving interactively both teachers and students. Teachers go on involving students in the learning process. The better teacher and students collaboration is, the better results can be achieved. Black and Wiliam concentrated on classroom relations and effects, concerns of teachers’ day to day relationship with students. AfL means all the activities doing in the […]

Assessment is an important issue to Reflective Teaching in Modern Foreign Language Education, too. The aim of this essay is to dive into a featured topic of Modern Foreign Language teaching in the UK, specifically to investigate assessment activities in the MFL schoolroom. In order to do so, this essay will focus on different research papers that have been produced on this issue. The essay will first provide the issue of Assessment with general definitions which are necessary to understand how Formative and Summative Assessment is working in MFL classroom. Then it will provide an explanation of this issue used […]

Grammar teachingis a challenging task in language teaching and it is more challenging inteaching grammar to a second language learner. There are many methods incurrent scenario of grammar teaching. We find teachers using many visual aidsand practical experimentations to teach grammar. Teachers give more effort to teachgrammar than any other part of language teaching. Grammar deals with hard boundrules to acquire a language perfectly. But these hard bound rules are provednot necessary to learn a language communicative. The L2 learners or secondlanguage learners need the language to be taught communicative. Their need isnot to get mastery in the language but […]