Developing reading in modern foreign languages: case studies from the classroom

Reading in a modern foreign language is not an easy task. In the most recent programme of study (DfE, 2013), students at Key Stage 3 are required to develop – amongst many other skills – reading. Desired skills include comprehension of original passages, from a range of different sources, with the view to not only understand the ideas communicated but also be able to translate them in accurate English. Furthermore, literary texts are to be used to “stimulate ideas” and develop “creative expression” (DfE, 2013, p. 1) with the aim to “expand understanding of the language and culture”. Within this context, the article aims to discuss the need that teachers face to develop reading in their classrooms and how it can be achieved. As with every other skill – listening, writing, speaking – it is important to nurture reading from a very early stage of learning. The case studies will demonstrate the possibility and accessibility of longer passages at an early stage of learning and will exemplify how to move the students away from rote learning and memorisation of vocabulary. Case studies will also show how reading can lead towards the development of other skills such as speaking, listening and writing

Literature in Chinese language teaching and learning supported by the use of the Internet and digital resources

Chapter 4 is written by Fotini Diamantidaki and it explores the differences (if any) between using literature in the European language classroom and in the Mandarin Chinese classroom. Challenges and perceptions of using literature in the language classroom are discussed and the suggestion of using new technologies in order to approach literature. New ways in how to use literature in the Mandarin classroom are suggested

Literature in French and Chinese language teaching and learning supported by the use of Internet and digital resources

The paper looks at the study of literature in the foreign languages classroom and examines how the use of the internet and digital resources can facilitate this. Foreign language learners can learn a lot more than the instrumental functions of a target language by appreciating the literature. Examples from French and Mandarin Chinese literature will be used to illustrate the argument

Evaluating Mandarin language students’ online experience during Covid-19: A case study from London

Given the impact of coronavirus, all schools across all sectors public and private, in the United Kingdom closed at the end of March 2020. Closures affected every type of establishment across the UK as well as private language schools. Our case study takes place in London and looks into the student experience in a language Mandarin Chinese school. These language students, as very many across the globe, who attended face-to-face sessions up until that point, have since been studying remotely and joining virtual classrooms via Zoom, one of the multiple video conferencing platforms available. To better evaluate students’ online learning experience of remote learning, this study examines the teacherstudent interactions that take place via online means and the students’ sense of ‘presence’ (i.e., cognitive, social, and teaching presence) in order to evaluate the lessons we can learn from the online learning experience, going forward in terms of teaching and learning. This study also presents how meaningful and worthwhile the experience has been and how the sense of ‘presence’ plays a significant role in the process of online teaching and learning

Cultural Communication and Cultural Transmission: The Case of Popular Tradition in Corsica

Culture is produced, shaped and transmitted through intergroup relations provoked by communication. In this paper it is examined the cultural communication alternations in a popular culture. More particularly, taking the case of dance practice in Corsica, it is described the actual dance situation. The purpose of this paper is to propose communication modules to avoid a possible cultural loss. This qualitative study is based on field research, in-depth interviews and observation. The researcher had the opportunity to observe the dance condition in Corsica, during the five (5) years that she lived on this island (2003 – 2007), exchanging and communicating with dance associations and other cultural organisations. Dance activity in Corsica today is considered a limited practice, as dance associations are the only places where it is experienced. This study identified an intergroup relation difficulty among the different dance associations. Some of the actions proposed in this study in order to improve communication and consequently improve the actual situation of insufficient dance transmission and practice is to follow common rules, propose a specific agenda with dance events, invite younger people to dance, achieve members’ identification by creating intercultural groups, mixing the teams with regard to nationality and promote cultural education and research

Mandarin Chinese Teacher Education Issues and solutions

Mandarin Chinese is the most widely spoken language in the world, and in a rapidly globalizing environment, speaking it is an increasingly important skill for young people in the UK. 'Mandarin Chinese Teacher Education' stems from the work of the UCL Institute of Education Confucius Institute, which supports the development of Mandarin Chinese as a language on offer in schools as part of the mainstream curriculum. This edited collection brings together researchers, teachers involved in action research and student-teachers, in an effort to address the current lack of literature specifically aimed at supporting Chinese language teachers. It features: • practical ideas for teachers of Chinese to implement in their own classrooms • evaluation of differing strategies and approaches unique to teaching Chinese • examples of using action research to help teachers reflect on their own practice while informing practice across the discipline. The book will be useful for PGCE Mandarin students, teacher trainers and those involved in the development of Mandarin Chinese in schools across the UK and further afield