Back on target: repositioning the status of target language in MFL teaching and learning

Abstract

This paper addresses a major issue in language learning, namely the proportion of target language used by teachers and learners in the MFL classroom. It is essential to establish a pedagogical rationale for its use, as well as to analyse the policy that informs and determines practice. This issue emerged as a key preoccupation in a questionnaire and discussions with teachers in partnership schools involved in initial teacher training. During the academic year 1997–98 there were discussions with 22 schools in 4 LEAs, and 46 teachers completed the questionnaire. In the light of the foregoing, we propose strategies for judicious use of the target language, including pupil use, as part of an overall drive towards more effective teaching and learning.