Exploring teacher support for a content and language integrated modern languages curriculum

Language Culture and Curriculum, vol. 34, pp. 207–223

Abstract

This study follows a group of modern foreign languages (MFL) teachers in the Netherlands during a nine-month professional development project around the theme of ‘Content in MFL’. The project was initiated following proposals to refocus the MFL curriculum on the basis of integrated learning outcomes for both language proficiency and areas of language-related content in the areas of Language Awareness and Cultural Awareness. The aims of the study were to explore the areas of content that teachers viewed as relevant to their MFL teaching, as well as the extent to which the introduction of MFL-specific content addressed teachers’ concerns regarding their practice. Perceived obstacles to the refocused curriculum were also addressed. Findings suggest that cultural content was a more relatable concept than language-related content for teachers in this study but also that language proficiency remained their central concern. Implications for the further development of the proposed content-focused curriculum are discussed.

Authors 2

1. Tessa L. Mearns corresponding Aachen

   Leiden University

   Affiliation as printed

   ICLON Graduate School of Teaching, University of Leiden, Leiden, Netherlands

2. Tamara Platteel Aachen

   Leiden University

   Affiliation as printed

   ICLON Graduate School of Teaching, University of Leiden, Leiden, Netherlands