Key Stage 3
National Strategy
Foundation Subjects MFL: optional module 8
Objectives for module 8

To agree a rationale for teacher and pupil target language
use

To identify some key issues surrounding the use of target
language

To consider some essential principles of target language
use

To look at a model of good departmental practice

To address challenges presented by the Framework in
relation to target language use

To encourage active follow-up by participants
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.1
Target language use by teachers
Use of the target language by the teacher benefits learners in
many ways, for example:

it offers a role model of language use

it enhances listening skills by developing a sensitivity to
pronunciation, intonation, structure and meaning

it sets high expectations

it makes it easier to create the atmosphere of the
country/countries whose language is being learned

it places the subject matter squarely and regularly at the centre
of the lesson and the learners’ attention
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.2
Target language use by pupils
Spontaneous use of the target language by pupils offers key
benefits, including:

pupils being able to use language for real purposes, as well as
to learn, practise and rehearse it

pupils being challenged to recall information

pupils being challenged to apply what they know in new and
unpredictable contexts

pupils having opportunities to develop strategies for expressing
meaning, even when they may possess only a limited amount of
language
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.3
Key issues in target language use

The target language is a resource, not a methodology or a programme
of work. On its own, it does not guarantee the progress and
engagement of pupils, though its effective use can play a vital part in
supporting them.

Some teachers and pupils find it hard to sustain and develop the use
of target language over time.

The use of the target language is often seen to be difficult when points
of language are being taught.

Target language practice varies quite widely, sometimes within the
same department.

Pupils benefit greatly when all teachers in a department adopt a
consistent and coherent approach to target language use.

There is a place in MFL lessons for judicious and planned use of
English. Whenever this occurs, there should be a clear justification for
it which is evident to the pupils and which serves the planned purpose
of the lesson.
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.4
Good departmental practice: aspects of planning and
teaching
Planning

A shared view of what pupils need and how their needs can best
be met

Planning at lesson level: opportunities for real communication
as well as for rehearsal

Planning for grammar and structure to be applied in the
classroom
Teaching

Consistency of teaching across a large department teaching
three languages

Regular intensive practice

Pair work to promote confidence

Challenge, competition, reward
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.5
Good departmental practice: pupil perceptions and
opinions


Consistency – evidence of a consistent approach from class to
class, for example:
–
arguing and giving opinions
–
songs
–
English not allowed
Transparency – pupils see the purpose behind activities that
involve:
–
songs
–
pair work
–
arguments
–
using action and gesture
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.6
1 of 2
Good departmental practice: pupil perceptions and
opinions

Willingness – pupils understand and appreciate the benefits of
the ‘no English’ rule

Appreciation – pupils all see their teachers as:
–
active
–
purposeful
–
helpful
–
effective
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.6
2 of 2
Framework requirements for target language use
Framework objectives requiring the use of target language in
lessons include:
7S9: How to understand and produce simple sentences
containing familiar language for routine classroom or social
communication
7L5: How to contribute to spontaneous talk in the target
language
8L5: How to take part in short unscripted dialogues and
exchanges
9L5: How to make extended and/or frequent contributions to
classroom work and talk
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.7
Framework contributions to target language use
Some Framework objectives provide opportunities to:

engage with language, for example:
7L1: How to engage with the sound patterns and other
characteristics of the spoken language

understand language, for example:
8C4: Read, hear and share simple poems, jokes, stories and
songs in the target language

produce language, for example:
9L4: How to use questions or text as a stimulus for a spoken
response

personalise language, for example:
8L6: How to recognise and add expression in speech
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.8
Framework challenges for target language use
Challenges presented by the Framework in relation to target
language use include:

communicating Framework-based lesson objectives to pupils

managing the different stages of the lesson and the transition
between them

introducing and explaining routine activities

explaining points of language

teaching essential skills and techniques, such as dictionary use,
memorisation and note-taking

enabling pupils to judge the quality of their work

enabling pupils to use language spontaneously and for real
communication
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.9
Communicating Framework-based lesson objectives to
pupils

Teach essential vocabulary related to learning objectives, for
example comprendre, apprendre, lire, écrire, mémoriser, utiliser.

Add to this vocabulary over time.

To ensure engagement and challenge, find original ways of
presenting objectives, for example as a cloze text in the future
(on va ___) requiring pupils to identify the missing verbs.

Keep objectives displayed on the board and refer back to them
as work progresses. This could be done by referring to the
future (maintenant on va…) or the past (voilà, on a…).

Aim to reduce scaffolding gradually and widen my range of
language so that I become increasingly able to talk about
learning at any time in the lesson.
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.10
Planning for pupil target language use

Will the aim be for pupils’ spontaneous use of language to be a
desirable feature of lessons, left to the individual teacher to
develop, or will it be at the centre of curriculum planning?

Will the department aim to work together in order to achieve
consistency or will individuals be encouraged to plot their own
development?

How much training and support will be needed to develop and
sustain this work?
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.11
Developing target language use: ways forward

Read appendix A of the Foundation Subjects MFL core training
folder: The use of the target language in the MFL classroom, by
Jeff Lee.

Read the following articles in appendix B of the Foundation
Subjects MFL core training folder, all of which contain
references to the use and development of the target language:
–
Working with course books, by Martine Pillette
–
Framework for teaching modern foreign languages: Years 7,
8 and 9: its value for newly qualified teachers, by Michael
Grenfell
–
The place for creativity in foreign language learning in Key
Stage 3, by Steven Fawkes
–
Teaching culture as part of the Framework for teaching
modern foreign languages: Years 7, 8 and 9, by Ros Walker
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.12
1 of 2
Developing target language use: ways forward

Refer to current publications (e.g. from CILT or ALL) giving
guidance on developing the use of the target language in
lessons.

Join a professional development programme or a curriculum
development group.

Work with a ‘lead’ member of the department.

Look at planning and practice in another school.
Key Stage 3 National Strategy
© Crown copyright 2003
Slide 8.12
2 of 2