LANGUAGES WITHOUT LIMITS


LANGUAGES WITHOUT LIMITS

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A list of all the completed pages on this site

home
themes and topics
resource finder
cfe main page


Home page
Welcome. How do you want to use the site?
About this website
– Rationale, parameters, copyright restrictions, etc.
Contributors
and contact details
Themes and topics – Links to all the pages, arranged by themes and topics
Resource finder - a list of all the downoadable resources available on this site
Curriculum for Excellence - how this site reflects CfE
Site map (– this page)

Why – Why teach a second language to learners who are already struggling to master their mother tongue? Some thoughts on this.

Why aren't they learning?
Understanding barriers to learning
Some common barriers – and some suggestions for tackling them
Prerequisite skills – We must be prepared to start from where learners are, and not from where we would like them to be
The importance of teaching phonics – If we fail to teach phonics we are condemning many of our learners to be quasi-dysexic in the foreign language
Motivation, behaviour and learning – Motivation, behaviour and successful learning are inextricably linked

Additional support needs – Introduction
Gifted and talented learners – Many pupils with disabilities are intellectually able
Learners with English as an additional language – and bilingual learners
Learners with dyslexia – Dr Margaret Crombie's page
Learners on the autism spectrum (including Asperger's) – Vivienne Wire's page
Learners with speech, language and communication difficulties
Learners with Down's syndrome
Learners who are deaf
British Sign Language (BSL)as a language in its own right
Learners who have a visual impairment
Learners with other specialised needs
– This website is built on the premise that all but a very few children can benefit from exposure to other languages and other cultures.

Introduction – What is inclusive practice? How can we meet all those needs?Meeting learners' needs – Needs all learners share
Managing learning in mixed ability classes
Structuring learning: the 5-stage cycle – The importance of consolidation

Using the target language in the classroomHow can teachers meet the needs of all learners as well as complying with guidelines on target language use?
Active and multisensory approaches – What is multi-sensory learning?

Working together to support learning
– Professional collaboration
Capturing language – Supporting memory
(in preparation)
Nurturing independence in learning (in preparation)
Collaborative learning (in preparation)
Using ICT to include learners with additional support needs – David Wilson's page

Languages plus: making links – Introduction: a wider curriculum
Linking locally – Using local communities as a resouce
Linking with the wider world
In-school links – Interdisciplinary working
Gaelic


Certification – Access Levels in Scotland
CPD - How does this website contribute to CPD?
Action research - some post-graduate papers
Maximising Potential – Supplementary support for the LTS project
Project Archives – Documentation from earlier projects
Classroom equipment - Some resources and ideas that may be of interest
Storytelling - (Mini Modules exemplars, Storytelling CDs, notes on storytelling
Lucky dip - Some examples of activities for use with students
Reference Some links to official websites
 

Curriculum for Excellence - main page
Pages linked to topic pages:
CfE – Why teach languages?
CfE – Barriers to learning
CfE – Supporting learners in MFL
CfE – Gifted & talented learners
CfE – EAL
CfE – Dyslexia
CfE – Gaelic
CfE – Autism
CfE – Deafness
CfE – British Sign Language
CfE – Inclusion
CfE – Meeting learners' needs
CfE – Using the target language in classroom interactions
CfE – Working together (staff)
CfE – Collaborative learning (students)
CfE – ICT
CfE – Languages plus
CfE – Linking with the wider world
CfE – Cross curricular issues
CfE – Assessment & certification
 

Workshops List of all the workshops
Workshop 1 Why teach languages to learners of all abilities?
Workshop 2 Another way of looking at barriers to learning
Workshop 3 Copying as a potential barrier
Workshop 4 Talking to learners about barriers
Workshop 5 Working together: Where do we start?
Workshop 6 Working together: Planning support for learners in difficulty
Workshop 7 Planning support in MFL for learners with dyslexia
Workshop 8 Planning support in MFL for learners on the autism spectrum
Workshop 9 Planning support in MFL for learners who are deaf
Workshop VI Planning support in MFL for learners with visual impairment
Workshop 10 What is inclusive provision?
Workshop 11 Meeting learners' needs: How am I doing?
Workshop 12 Structuring learning: Auditing current practice
Workshop 13 Using the target language: Communicative principles
Workshop 14
Active and multisensory approaches: Enriching experience
Workshop 15 Planning links
Workshop 16 Help with planning Access levels

 

N.B. THE FUTURE OF THIS WEBSITE

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