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French philology--Study and teaching--Great Britain, French language--Study and teaching--English speakers.
publication date
:
1994
lcc
:
PC2068.G7D86 1994eb
ddc
:
448/.007041
subject
:
French philology--Study and teaching--Great Britain, French language--Study and teaching--English speakers.
Page i
French for Communication 1979-1990
Roy Dunning
MULTILINGUAL MATTERS LTD Clevedon Philadelphia Adelaide
Page ii
Library of Congress Cataloging in Publication Data
Dunning, Roy, 1927 French for Communication, 1979-1990/Roy Dunning p. cm. Includes bibliographical references 1. French philologyStudy and teachingGreat Britain. 2. French language Study and teachingEnglish speakers. I. Title PC2068.G7D88 1994 448'007041-dc20 93-29930
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library.
ISBN 1-85359-224-2 (hbk) ISBN 1-85359-223-4 (pbk)
Multilingual Matters Ltd
UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, Avon BS21 7SJ. USA: 1900 Frost Road, Suite 101, Bristol, PA 19007, USA. Australia: P.O. Box 6025, 83 Gilles Street, Adelaide, SA 5000, Australia.
Copyright 1994 Roy Dunning
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
Printed and bound in Great Britain by WBC Ltd, Bridgend.
Page iii
Contents
Introduction
v
1 My Apprenticeship
1
2 Thoughts About Language
12
3 Graded Objectives and Language Learning
24
4 Beginnings of French for Communication
35
5 Language Learning and the 16+
50
6 Interpreting
61
7 Interacting
69
8 Composing
97
9 Moderation
112
10 Retrospect
121
11 Prospect
133
Bibliography
146
Appendix 1
148
Appendix 2
175
Page v
Introduction
The main focus of this book is the work done by Leicestershire modern language teachers to establish the three Levels of the graded objectives project (known initially as the 'East Midlands Graded Assessment Feasibility Study') and the MEG Mode 3 GCSE (originally called 'French for Communication'). It also deals with some aspects of language learning and assessment, communicative competence and performance.
The book is not intended to be a precise history: it is more an attempt to give some idea of the process of curriculum change in which wethe teachers and the researcherswere engaged. I have not written a complete account of the history of the various stages through which both the three Levels and the Mode 3 GCSE progressed on their way to their present shapes. I have preferred to concentrate on those aspects of language assessment in which our work is radically different from other schemes. I have included some examples of students' language performance to indicate the value of what has been done in the classroom. The examples quoted come from the more able end of the spectrum in order to give some idea of the abilities developed by the syllabus.
I have also sketched an outline of the theoretical background to my own views about language. I have found it helpful to try to look, doubtless selectively, into how I came to think what I think about language learning. This may seem self-indulgent. I hope it may be seen in the sense in which I intend it: an attempt to give the reader some idea of the theoretical and practical roots on which the book is based.
I owe a debt to the following colleagues who kindly looked at the first draft of the manuscript and made helpful comments on it: Bernadette Challinor, Pam Haezewindt, Bernard Kavanagh, Nicki Little, Sam Muir, Duncan Sidwell, Pauline Sidwell, David Smith and Lynne Upton. They are of course not responsible for any infelicities or errors in the text.
I am also grateful to the Modern Languages Departments of the following Leicestershire schools who took on the additional burden, at a busy time of the year, of responding to the questionnaire on which Chapter 10 is based: Babington Community College, Bushloe High School, Gartree High
Page vi
School, Guthlaxton College, Hind Leys Community College, Sir Jonathan North Community College, Soar Valley College, Welland Park College.
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