Towards a National Framework for progression and continuity in the teaching and learning of modern languages

Templeton, B. (2005) Towards a National Framework for progression and continuity in the teaching and learning of modern languages. Scottish Languages Review(12), pp. 1-9.

Abstract

The motivation to write this article came from two quite different sources. One was the recent article by Tony Giovanazzi in the Scottish Languages Review (SLR #11). In it he looked back over his illustrious career at many developments that I had also experienced from the perspective of teacher, teacher educator and development officer. The other was an invitation to be a member of the Language Group formed to take forward the review of the curriculum 3-18 as part of the national initiative A Curriculum for Excellence (ACE). It is my hope that the ACE initiative offers us the opportunity (possibly a final one?) to achieve a ‘National Framework for Progression and Continuity in the Teaching and Learning of Modern Languages’. However, in order to be ready to meet the challenges of ACE, it is important to be clear as to the point we have reached in the teaching of modern languages and how we arrived at this point. Consequently, the focus of this article is on how teaching methodology has developed during the last 15 years and what we can learn from recent developments, in particular the revisions to modern languages 5-14 and Standard Grade and the introduction of Higher Still. However, firstly let us remind ourselves of the most recent review of Modern Languages in Scotland and the context we find ourse

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Templeton, Mr Brian
• Authors: Templeton, B.
• Subjects: L Education > L Education (General)
• College/School: College of Social Sciences > School of Education
• Journal Name: Scottish Languages Review