Teachers in Southampton have been looking at the research behind some of their practice and have been exploring it in their classrooms. For example, research tells us that giving learners a sense of progression will support language learning motivation. We also know that encouraging teachers to experiment in their classrooms with teaching and learning activities fosters a sense of teacher pedagogic confidence.
In January, Bernardette Holmes, writing about languages for young learners in post-Brexit Britain, suggested that language learning is now of increased importance. It is indeed crucial now that we prepare our young learners to be culturally aware, linguistically able and economically literate if we are to participate on the world stage.
Read more of this thought-provoking piece by Gee Macrory, former Principal Lecturer at the School of Teacher Education & Professional Development at Manchester Metropolitan University.