1.
Evans, M., Fisher, L., Pachler, N. & Redondo, A. Learning to teach foreign languages in the secondary school: a companion to school experience. (Routledge, 2014).
2.
Driscoll, P. Debates in Modern Languages Education. (Routledge, 2014). doi:10.4324/9781315856551.
3.
Pachler, N. & Redondo, A. A practical guide to teaching foreign languages in the secondary school. vol. Routledge teaching guides (Routledge, 2014).
4.
Evans, M., Fisher, L., Pachler, N. & Redondo, A. Chapter 4: Transition from primary to secondary. in Learning to teach foreign languages in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 97–116 (Routledge, 2014).
5.
Driscoll, P. Chapter 19: A new era for primary languages. in Debates in modern languages education vol. Debates in subject teaching series 259–272 (Routledge, 2014).
6.
Isaacs, T. Assessment in education in England. SA-eDUC 9, (2012).
7.
Haydon, G. & Heilbronn, R. Unit 7.1: Aims of Education. in Learning to teach in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 457–467 (Routledge, 2013).
8.
Christie, C. Chapter 3: Making the most of the mixed experience Year 7 classroom. in Success stories from secondary foreign languages classrooms: models from London school partnerships with universities (eds. Christie, C. & Conlon, C.) (UCL Institute of Education Press, University College London, 2016).
9.
Jones, J. & Coffey, S. Chapter 10: Transition from primary to secondary: Continuity, cohesion and progression. in Modern Foreign Languages 5-11: A guide for teachers 114–157 (Routledge Ltd).
10.
Evans, M., Fisher, L., Pachler, N. & Redondo, A. Chapter 1: Foreign Languages in the Secondary school curriculum. in Learning to teach foreign languages in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 9–23 (Routledge, 2014).
11.
Johnstone, R. Chapter 1: Languages over the past 40 years: Does history repeat itself? in Debates in modern languages education vol. Debates in subject teaching series 9–21 (Routledge, 2014).
12.
Johnson, K. Chapter 5: Input, Interaction and Output. in An introduction to foreign language learning and teaching vol. Learning about language (Routledge, 2013).
13.
Johnson, K. Chapter 6: Some Learning Processes. in An introduction to foreign language learning and teaching vol. Learning about language (Routledge, 2013).
14.
Lawes, S. Chapter 3: Why learn modern foreign languages? in Issues in modern foreign languages teaching vol. Issues in subject teaching 41–53.
15.
Rowlinson, W. Chapter 1: The historical ball and chain. in Teaching modern languages vol. Open University postgraduate certificate of education (Routledge in association with The Open University, 1994).
16.
Broadly, E. Chapter 1: Foreign language teaching: understanding approaches, making choices. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 18–26 (Routledge, 2014).
17.
Field, J. Chapter 2: Cognitive processing and foreign language use. in Debates in modern languages education vol. Debates in subject teaching series 22–36 (Routledge, 2014).
18.
Mitchell, R. Chapter 15: Making the case for the future of languages. in Debates in modern languages education vol. Debates in subject teaching series 203–217 (Routledge, 2014).
19.
Zhang, G. X. & Li, L. M. Chinese language teaching in the UK: present and future. Language Learning Journal 38, 87–97 (2010).
20.
Pachler, N., Evans, M., Redondo, A. & Fisher, L. Chapter 5: Pedagogical Approaches. in Learning to teach foreign languages in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 119–136 (Routledge, 2014).
21.
Field, S. Chapter 3: Presenting new vocabulary and Structures. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 18–26 (Routledge, 2014).
22.
Hawkins, E. How are foreign languages learned? in Modern languages in the curriculum 213–237 (Cambridge University Press, 1987).
23.
Ellis, R. Principles of instructed language learning. System 33, 209–224 (2005).
24.
Xing, J. Z. Teaching and learning Chinese as a foreign language: a pedagogical grammar. (Hong Kong University Press, 2006).
25.
Xing, J. Z. Teaching and learning Chinese as a foreign language: a pedagogical grammar. (Hong Kong University Press, 2006).
26.
Ellis, R. & Shintani, N. Chapter 2: The method construct and theories of L2 learning. in Exploring language pedagogy through second language acquisition research vol. Routledge introductions to applied linguistics 31–51 (Routledge, 2014).
27.
Ellis, R. & Shintani, N. Chapter 7: Teaching as ‘input’. in Exploring language pedagogy through second language acquisition research vol. Routledge introductions to applied linguistics 163–193 (Routledge, 2014).
28.
Macaro, E. Chapter 12: Issues in target language teaching. in Issues in modern foreign languages teaching vol. Issues in subject teaching 171–189.
29.
Brown, K. & Fletcher, A. Disaffection or disruptive engagement? a collaborative inquiry into pupils’ behaviour and their perceptions of their learning in modern language lessons. Pedagogy, Culture & Society 10, 169–192 (2002).
30.
Allen, M. & Toplis, R. Chapter 1.2: Student teachers’ roles and responsibilities. in Learning to teach in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 106–143 (Routledge, 2013).
31.
Evans, M., Fisher, L., Pachler, N. & Redondo, A. Chapter 2: On becoming a foreign languages teacher. in Learning to teach foreign languages in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 24–52 (Routledge, 2014).
32.
Evans, M., Fisher, L., Pachler, N. & Redondo, A. Chapter 8: Teaching in the target language. in Learning to teach foreign languages in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 191–213 (Routledge, 2014).
33.
Christie, C. Speaking spontaneously in the modern foreign languages classroom: Tools for supporting successful target language conversation. The Language Learning Journal 44, 74–89 (2016).
34.
Christie, C. & University of Cumbria. Interact!: learning through spontaneous speaking in modern foreign languages. (University of Cumbria, 2013).
35.
Crichton, H. ‘Value added’ modern languages teaching in the classroom: an investigation into how teachers’ use of classroom target language can aid pupils’ communication skills. Language Learning Journal 37, 19–34 (2009).
36.
Harris [et al], V. Starting Out: Presenting and Practising new language. in Something to say?: promoting spontaneous classroom talk 21–56 (CILT, 2001).
37.
Meiring, L. & Norman, N. Back on target: repositioning the status of target language in MFL teaching and learning. The Language Learning Journal 26, 27–35 (2002).
38.
Vanderplank, R. Chapter 5: Listening and understanding. in Debates in modern languages education vol. Debates in subject teaching series 66–80 (Routledge, 2014).
39.
Woore, R. Chapter 6: Developing reading and decoding in the modern languages classroom. in Debates in modern languages education vol. Debates in subject teaching series 81–95 (Routledge, 2014).
40.
Evans, M., Fisher, L., Pachler, N. & Redondo, A. Chapter 9: Teaching receptive skills: listening and reading. in Learning to teach foreign languages in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 214–233 (Routledge, 2014).
41.
Evans, M., Fisher, L., Pachler, N. & Redondo, A. Chapter 10: Teaching productive skills: speaking and writing. in Learning to teach foreign languages in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 234–251 (Routledge, 2014).
42.
Evans, M., Fisher, L., Pachler, N. & Redondo, A. Chapter 7: Planning and reflecting on classroom practice. in Learning to teach foreign languages in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 163–190 (Routledge, 2014).
43.
Turner, K., Mitchell, I. & Swarbrick, A. Chapter 1.1. in Learning by ear and eye: focus on listening and reading vol. Classic pathfinder 7–11 (CILT, 2005).
44.
Turner, K., Mitchell, I. & Swarbrick, A. Chapter 2.1. in Learning by ear and eye: focus on listening and reading vol. Classic pathfinder 52–56 (CILT, 2005).
45.
Horne, K. Chapter 6: Speaking interactively. in Debates in modern languages education vol. Debates in subject teaching series 81–95 (Routledge, 2014).
46.
National curriculum in England: languages programmes of study - GOV.UK. https://www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-study/national-curriculum-in-england-languages-progammes-of-study.
47.
National Curriculum - Languages key stages 1 to 2.
48.
National Curriculum - Languages key stage 3.
49.
Heilbronn, R. Chapter 2: Planning Modern Foreign Languages Lessons. in A Practical Guide to Teaching Modern Foreign Languages in the Secondary School (2006).
50.
Michael E. Everson. Viewing Diversity of Subject Matter: The Case of Reading in Chinese.
51.
Chambers, G. N. Chapter 5: Developing listening skills in a foreign language. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 42–50 (Routledge, 2014).
52.
Graham, S. Chapter 6: Developing speaking skills in a foreign language. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 51–57 (Routledge, 2014).
53.
Lazarus, E. Chapter 7: Developing reading and writing skills in a foreign language. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 58–64 (Routledge, 2014).
54.
Manchón, R. M. Chapter 7: Learning and teaching writing in the foreign languages classroom: Fostering writing-to-learn approaches. in Debates in modern languages education vol. Debates in subject teaching series 96–107 (Routledge, 2014).
55.
Brandford, V. Chapter 7: Use of Storylines to develop reading and writing skills. in A practical guide to teaching modern foreign languages in the secondary school vol. Routledge teaching guides (Routledge, 2006).
56.
Grenfell, M. & Harris, V. Chapter 14: Learning strategies, autonomy and self-regulated learning. in Debates in modern languages education vol. Debates in subject teaching series 186–199 (Routledge, 2014).
57.
Macaro, E., Graham, S. & Woore, R. Chapter 4: Developing the learner through writing: Recursion and compromise. in Improving foreign language teaching: towards a research-based curriculum and pedagogy (Routledge/Taylor & Francis Group, 2016).
58.
Erler, L. Finding out about learners’ approaches to written French through the development of a strategies questionnaire. Language Learning Journal 35, 141–152 (2007).
59.
Nicolson, M. & Adams, H. The languages classroom: place of comfort or obstacle course? Language Learning Journal 38, 37–49 (2010).
60.
Pachler, N., Redondo, A., Evans, M. & Fisher, L. Chapter 15: Assessment for and of learning. in A Practical Guide to Teaching Modern Languages in the Secondary School vol. Routledge Teaching Guides 363–384 (Taylor and Francis, 2014).
61.
Haydn, G. 6.1 ‘First do no harm’: Assessment, pupil motivation and learning. in Learning to teach in the secondary school: a companion to school experience vol. Learning to teach subjects in the secondary school series 417–438 (Routledge, 2013).
62.
Black, P. & Jones, J. Formative assessment and the learning and teaching of MFL: sharing the language learning road map with the learners. Language Learning Journal 34, 4–9 (2006).
63.
Mutton, T. Chapter 4: Developing foreign language skills through formative assessment. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 27–41 (Routledge, 2014).
64.
William, D. What is wrong with our educational assessments and what can be done about it.
65.
Wiliam, D. Education: The meanings and consequences of educational assessments. Critical Quarterly 42, 105–127 (2000).
66.
Jones, J. Chapter 11: Developments in formative assessment: A retrograde step for teaching and learning? in Debates in modern languages education vol. Debates in subject teaching series 150–162 (Routledge, 2014).
67.
Moore, A. Theories of teaching and learning. in Teaching and learning: pedagogy, curriculum and culture 1–40 (Routledge, 2012).
68.
Watkins, Chris; Lodge, Caroline; Whalley, C; Wagner, P; Carnell, Eileen. Effective Learning.
69.
Graham, S. Chapter 13: The many faces of motivation. in Debates in modern languages education vol. Debates in subject teaching series 174–185 (Routledge, 2014).
70.
Pachler, N., Evans, M., Redondo, A. & Fisher, L. Chapter 3: Foreign Language learning and second language acquisition research. in Learning to Teach Foreign Languages in the Secondary School: A companion to school experience 53–96.
71.
Barton, A. Chapter 2: Motivating pupils to learn foreign languages. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 11–17 (Routledge, 2014).
72.
Pachler, N., Evans, M., Redondo, A. & Fisher, L. Chapter 11: Teaching and learning grammar. in Learning to Teach Foreign Languages in the Secondary School: A companion to school experience 252–276 (2013).
73.
Macaro, E. Chapter 8: Grammar: The never-ending debate. in Debates in modern languages education vol. Debates in subject teaching series 108–120 (Routledge, 2014).
74.
Meiring, L. & Norman, N. Chapter 8: Grammar in the foreign language classroom. in A Practical Guide to Teaching Foreign Languages in the Secondary School 65–75.
75.
Xing, J. Z. Teaching and learning Chinese as a foreign language: a pedagogical grammar. (Hong Kong University Press, 2006).
76.
Klapper, J. Taking communication to task? A critical review of recent trends in language teaching. The Language Learning Journal 27, 33–42 (2003).
77.
Mitchell, R. Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. The Language Learning Journal 27, 15–23 (2003).
78.
Doughty, C. & Williams, J. Chapter 10: Pedagogical choices in focus on form. in Focus on form in second language acquisition vol. The Cambridge applied linguistics series (Cambridge University Press, 1998).
79.
Slimani, A. The role of topicalization in classroom language learning. System 17, 223–234 (1989).
80.
Swain, M. Chapter 4: The output hypothesis and beyond: mediating acquisition through collaborative dialogue. in Sociocultural theory and second language learning vol. Oxford applied linguistics 97–114 (Oxford University Press, 2000).
81.
Pachler, N., Evans, M., Redondo, A. & Fisher, L. Section 2 Chapter 6: The role of digital technologies. in Learning to Teach Foreign Languages in the Secondary School: A companion to school experience.
82.
Field, S. Chapter 3: Presenting New Vocabulary and Structures. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 18–26 (Routledge, 2014).
83.
Fawkes, S. & Centre for Information on Language Teaching and Research. With a song in my scheme of work. vol. Pathfinder (Centre for Information on Language Teaching and Research, 1995).
84.
Fawkes, S. & Centre for Information on Language Teaching and Research. Using authentic materials and media in key stages 3 and 4. vol. CILT briefings (CILT, 2001).
85.
Gray, C., Hagger-Vaughan, L., Pilkington, R. & Tomkins, S.-A. The pros and cons of interactive whiteboards in relation to the key stage 3 strategy and framework. The Language Learning Journal 32, 38–44 (2005).
86.
Pachler, N., Evans, M., Redondo, A. & Fisher, L. Chapter 12: Teaching and learning culture. in Learning to Teach Foreign Languages in the Secondary School: A companion to school experience 277–304.
87.
Tudor, I. The dynamics of the language classroom. vol. Cambridge language teaching library (Cambridge UP, 2001).
88.
Jones, B. Chapter 11: Developing cultural awareness. in Issues in modern foreign languages teaching vol. Issues in subject teaching 158–170.
89.
Hennebry, M. Chapter 10: Cultural awareness: Should it be taught? Can it be taught? in Debates in modern languages education vol. Debates in subject teaching series 135–149 (Routledge, 2014).
90.
Jones, B. & Centre for Information on Language Teaching and Research. Exploring otherness: an approach to cultural awareness. vol. Pathfinder (Centre for Information on Language Teaching and Research, 1995).
91.
Hood, P. Chapter 17: Content and language integrated learning: Has its time come? in Debates in modern languages education vol. Debates in subject teaching series 186–199 (Routledge, 2014).
92.
Pachler, N., Evans, M., Redondo, A. & Fisher, L. Chapter 13: Pupil differences and differentiation. in Learning to Teach Foreign Languages in the Secondary School: A companion to school experience 307–337.
93.
Brandford, V. Chapter 7: Foreign language education: preparing for diversity. in Critical practice in teacher education: a study of professional learning vol. The Bedford Way papers series 90–101 (Institute of Education, University of London, 2010).
94.
Llewellyn-Williams, J. Chapter 18: Managing learners’ needs: Policy, research and practice. in Debates in modern languages education vol. Debates in subject teaching series 245–258 (Routledge, 2014).
95.
Anderson, J. Chapter 13: Making a diversified and inclusive language curriculum work: from principles into practice. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 120–129 (Routledge, 2014).
96.
Positively Plurilingual: The Contribution of Community Languages to UK Education and Society,. (2006).
97.
Graf, M. Including and supporting learners of English as an additional language. (Continuum, 2011).
98.
Holmes, B. Chapter 14: Differentiation. in Aspects of teaching secondary modern foreign languages: perspectives on practice vol. Open University flexible Postgraduate Certificate of Education 211–221 (RoutledgeFalmer, 2002).
99.
Hunt, M. Chapter 10: Supporting foreign language learning through homework. in A Practical Guide to Teaching Foreign Languages in the Secondary School 87–93.
100.
Redondo, A. Chapter 14: Working with other adults in the foreign languages classroom. in A Practical Guide to Teaching Foreign Languages in the Secondary School 130–137.
101.
Great Britain. Department for Children, Schools and Families. Gender and education: mythbusters : addressing gender and achievement : myths and realities. (Department for Children, Schools and Families, 2009).
102.
Great Britain. Department for Children, Schools and Families. Gender issues in school: what works to improve achievement for boys and girls. (Department for Children, Schools and Families, 2009).
103.
Pachler, N., Evans, M., Redondo, A. & Fisher, L. Chapter 15: Assessment for and of learning. in Learning to Teach Foreign Languages in the Secondary School: A companion to school experience 363–384.
104.
Wiliam, Dylan ; Black, Paul. Meanings and Consequences: A Basis for Distinguishing Formative and Summative Functions of Assessment?
105.
Ellis, R. & Shintani, N. Chapter 10 (Part III): Corrective feedback. in Exploring language pedagogy through second language acquisition research vol. Routledge introductions to applied linguistics 249–282 (Routledge, 2014).
106.
Youens, B. Chapter 6.2: External assessment and examinations. in Learning to Teach in the Secondary School: A Companion to School Experience vol. Learning to Teach Subjects in the Secondary School Series 439–453 (Taylor and Francis, 2013).
107.
Titchmarch, A. Chapter 4.1: Pupil grouping progression and differentiation. in Learning to Teach in the Secondary School: A Companion to School Experience vol. Learning to Teach Subjects in the Secondary School Series 201–218 (Taylor and Francis, 2013).
108.
Magill, C. & Walsh, B. Chapter 4.2: Adolescence health and well-being. in Learning to Teach in the Secondary School: A Companion to School Experience vol. Learning to Teach Subjects in the Secondary School Series 219–233 (Taylor and Francis, 2013).
109.
About Edexcel GCSEs | Pearson qualifications. http://qualifications.pearson.com/en/qualifications/edexcel-gcses/about.html.
110.
AQA | Subjects. http://www.aqa.org.uk/subjects.
111.
Find qualifications by subject or sector - OCR. https://www.ocr.org.uk/qualifications/gcse/.
112.
Reformed GCSEs in MFL and Ancient Languages: consultation launched - Association for Language Learning. http://www.all-languages.org.uk/news/reformed-gcses-in-languages-consultation-launched/.
113.
GCSE modern foreign languages - GOV.UK. https://www.gov.uk/government/publications/gcse-modern-foreign-languages.
114.
About Edexcel AS and A levels | Pearson qualifications. http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/about.html.
115.
AQA | Subjects. http://www.aqa.org.uk/subjects.
116.
AS/A Level GCE qualifications - OCR. https://www.ocr.org.uk/qualifications/as-and-a-level/.
117.
Cambridge International AS and A Level Chinese - Language (AS Level only) (8681). http://www.cie.org.uk/programmes-and-qualifications/cambridge-international-as-and-a-level-chinese-language-as-level-only-8681/.
118.
Syllabus: Cambridge International AS and A Level (US).
119.
Cambridge International AS and A Level German - Language (AS Level only) (8683). http://www.cie.org.uk/programmes-and-qualifications/cambridge-international-as-and-a-level-german-language-as-level-only-8683/.
120.
Cambridge Pre-U Mandarin Chinese (9778). http://www.cie.org.uk/programmes-and-qualifications/cambridge-pre-u-mandarin-chinese-9778/.
121.
Reports | The A-Level Content Advisory Board. https://alcab.org.uk/reports/.
122.
Language Trends 2013/2014: The state of language learning in primary and secondary schools in England.
123.
Wicksteed, C. Working with an A-level literature text: twenty-two ideas for target language activities. The Language Learning Journal 7, 17–18 (1993).
124.
Diamantidaki, F; Carruthers, K. Literature in French and Chinese language teaching and learning supported by the use of Internet and digital resources.
125.
Bell, J. Doing your research project: a guide for first-time researchers in education, health and social science. vol. Open UP study skills (McGraw-Hill Open University Press, 2010).
126.
Calvert, M. Chapter 15: Reflective Practice through teacher research. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 138–148 (Routledge, 2014).
127.
Swarbrick, A. Chapter 3: Evidence-informed practice as an effective approach to teacher development. in Debates in modern languages education vol. Debates in subject teaching series 37–50 (Routledge, 2014).
128.
Neelands, J. & Goode, T. Structuring drama work. vol. Cambridge international examinations (Cambridge University Press, 2015).
129.
Watts, C. & Forder, C. Living languages: an integrated approach to teaching foreign languages in secondary schools. (Routledge, Taylor & Francis Group, 2013).
130.
Winston, J. Second language learning through drama: practical techniques and applications. (Routledge, 2012).
131.
Diamantidaki, F. Chapter 4: Teaching literature to promote creativity in foreign language learning. in Success stories from secondary foreign languages classrooms: models from London school partnerships with universities (eds. Christie, C. & Conlon, C.) (UCL Institute of Education Press, University College London, 2016).
132.
Coffey, S. Chapter 5: Using literature in the key stage 3 foreign languages classroom. in Success stories from secondary foreign languages classrooms: models from London school partnerships with universities (eds. Christie, C. & Conlon, C.) (UCL Institute of Education Press, University College London, 2016).
133.
Carroli, P. Literature in second language education: enhancing the role of texts in learning. (Continuum, 2008).
134.
Diamantidaki, F; Carruthers, K. Literature in French and Chinese language teaching and learning supported by the use of Internet and digital resources.
135.
Holmes, D. & Platten, D. Literary Studies. in Effective learning and teaching in modern languages vol. Effective learning and teaching in higher education (Routledge, 2005).
136.
Lin, B. Exploring the Literary Text Through Grammar and the (Re-) Integration of Literature and Language Teaching. in Literature in language teaching and learning vol. Case studies in TESOL practice series 101–117 (Teachers of English to Speakers of Other Languages, 2006).
137.
Diamantidaki, F. Les (Nouvelles) Technologies de l’information et de la communication et la didactique de la littérature en FLE. in Internet et documents littéraires : un moyen d’enseigner la langue / Fotini Diamantidaki.
138.
Long, M. N. Chapter: A Feeling for Language: The Multiple Values of Teaching Literature. in Literature and Language teaching (Oxford University Press, 1986).
139.
Mitchell, I. Developing reading skills. in Aspects of teaching secondary modern foreign languages: perspectives on practice vol. Open University flexible Postgraduate Certificate of Education (RoutledgeFalmer, 2002).
140.
Pachler, N. & Allford, D. Literature in the communicative classroom. in Issues in modern foreign languages teaching vol. Issues in subject teaching 223–236.
141.
Picken, J. D. Literature, metaphor, and the foreign language learner. (Palgrave Macmillan, 2007).
142.
Riverol, E. J. Literature in a Language Situation- Ole! in Teaching literature: a world perspective vol. Developments in ELT 80–86 (Macmillan Modern English Publications in association with The British Council, 1993).
143.
Christie, C. & Conlon, C. Chapter 6: Breaking out: film in the foreign languages classroom. in Success stories from secondary foreign languages classrooms: models from London school partnerships with universities (eds. Christie, C. & Conlon, C.) (UCL Institute of Education Press, University College London, 2016).
144.
Bailey, R. & Dugard, C. Chapter 3: Planning film-making projects. in Lights, camera, action!: digital video in the languages classroom vol. New pathfinder 41–59 (CILT, the National Centre for Languages, 2007).
145.
Ryan, M. Chapter 16: Creative practice in the languages classroom. in Debates in modern languages education vol. Debates in subject teaching series 218–231 (Routledge, 2014).
146.
Pachler, N., Evans, M., Redondo, A. & Fisher, L. Chapter 4: Transition from primary to secondary. in Learning to Teach Foreign Languages in the Secondary School: A companion to school experience 97–116.
147.
Barton, A. Chapter 12: Making progress in languages: Issues around transition. in Debates in modern languages education vol. Debates in subject teaching series 163–173 (Routledge, 2014).
148.
Conlon, C. Chapter 3: Making the most of the mixed experience Year 7 classroom. in Success stories from secondary foreign languages classrooms: models from London school partnerships with universities (eds. Christie, C. & Conlon, C.) (UCL Institute of Education Press, University College London, 2016).
149.
Boodhoo, N. Chapter 12: Primary Foreign Languages and Key Stage 2-3 transfer. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 111–119 (Routledge, 2014).
150.
Driscoll, P. Chapter 19: A new era for primary languages. in Debates in modern languages education vol. Debates in subject teaching series 259–272 (Routledge, 2014).
151.
Jones, J. & Coffey, S. Modern foreign languages, 5-11: a guide for teachers. vols 5–11 (Routledge, 2013).
152.
Tierney, D. & Gallastegi, L. Where are we going with primary foreign languages? The Language Learning Journal 31, 47–54 (2005).
153.
Martin, C. Modern foreign languages at primary school: a three-pronged approach? The Language Learning Journal 22, 5–10 (2000).
154.
Jindal-Snape, D. Chapter 3.4: Primary-Secondary Transitions. in Learning to Teach in the Secondary School: A Companion to School Experience vol. Learning to Teach Subjects in the Secondary School Series (Taylor and Francis, 2013).
155.
Jones, N., Barnes, A. & Hunt, M. Thinking through languages: a multi-lingual approach to primary school languages. The Language Learning Journal 32, 63–67 (2005).
156.
Macrory, G. & McLachlan, A. Bringing modern languages into the primary curriculum in England: investigating effective practice in teacher education. European Journal of Teacher Education 32, 259–270 (2009).
157.
McLachlan, A. Modern languages in the primary curriculum: are we creating conditions for success? Language Learning Journal 37, 183–203 (2009).
158.
Hood, P. & Tobutt, K. Modern languages in the primary school. (SAGE, 2009).
159.
Jones, J. & McLachlan, A. Primary languages in practice: a guide to teaching and learning. (Open University Press, 2009).
160.
Kumaravadivelu, B. The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching. TESOL Quarterly 28, (1994).
161.
Mitchell, R. Chapter 3: The communicative approach to language teaching. in Teaching modern languages vol. Open University postgraduate certificate of education 33–42 (Routledge in association with The Open University, 1994).
162.
Prabhu, N. S. There Is No Best Method-Why? TESOL Quarterly 24, (1990).
163.
Medgyes, P. Queries from a communicative teacher. ELT Journal 40, 107–112 (1986).
164.
Lawes, S. Foreign Languages without Tears? in The corruption of the curriculum 86–97 (Civitas: Institute for the Study of Civil Society, 2007).
165.
Modern languages: achievement and challenge 2007 to 2010 - GOV.UK. https://www.gov.uk/government/publications/modern-languages-achievement-and-challenge-2007-to-2010.
166.
Jones, B. & Swarbrick, A. Chapter 2: Creating engagement, offering challenges. in It makes you think!: creating engagement, offering challenges vol. New pathfinder 15–30 (CiLT, 2004).
167.
Fisher, M. Communication—sense and nonsense. Journal of School Psychology 7, (1968).
168.
Harris, V., Burch, J., Jones, B. & Darcy, J. Starting out: Presenting and Practising new language. in Something to say?: promoting spontaneous classroom talk 21–53 (CILT, 2001).
169.
Learning about Learning - Metacognition.
170.
Kyriacou, C. Essential teaching skills. (Nelson Thornes, 2007).
171.
Rogers, B. You know the fair rule: effective behaviour management in schools. (Pearson Education, 2012).
172.
Gallagher-Brett, A. What do learners’ beliefs about speaking reveal about their awareness of learning strategies? Language Learning Journal 35, 37–49 (2007).
173.
Wright, M. & Brown, P. Reading in a modern foreign language: exploring the potential benefits of reading strategy instruction. Language Learning Journal 33, 22–33 (2006).
174.
Macaro, E. Do near-beginner learners of French have any writing strategies? Language Learning Journal 35, 23–35 (2007).
175.
Little, D. Chapter 9: Autonomy in language learning. in Teaching modern languages vol. Open University postgraduate certificate of education 81–87 (Routledge in association with The Open University, 1994).
176.
Martinez, R. Chapter 9: Making Vocabulary and formulaic language: Where to begin? in Debates in modern languages education vol. Debates in subject teaching series 121–134 (Routledge, 2014).
177.
Johnstone, R. Chapter 2: Teachers: problem - reducing strategies. in Communicative interaction: a guide for language teachers (CILT, 1989).
178.
Dinsmore, D. Waiting for Godot in the EFL classroom. ELT Journal 39, 225–234 (1985).
179.
Lantolf, J. P. & Pavlenko, A. Second language learning as participation and the (re)construction of selves. in Sociocultural theory and second language learning vol. Oxford applied linguistics 155–177 (Oxford UP, 2000).
180.
Sfard, A. On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher 27, 4–13 (1998).
181.
Adams, C. PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies 38, 389–411 (2006).
182.
Hunt, M., Barnes, A. & Redford, J. MFL homework in Year 9 French: rising to the challenge. Language Learning Journal 37, 35–49 (2009).
183.
Wright, A., Betteridge, D. & Buckby, M. Games for language learning. vol. Cambridge handbooks for language teachers (Cambridge UP, 2006).
184.
Holmes, P. Chapter 9: The (inter)cultural turn in foreign language teaching. in A practical guide to teaching foreign languages in the secondary school vol. Routledge teaching guides 76–86 (Routledge, 2014).
185.
Phipps, A. M. & Gonzalez, M. Modern languages: learning and teaching in an intercultural field. vol. Teaching&learning the humanities in higher education (SAGE, 2004).
186.
Lazar, G. Literature and language teaching: a guide for teachers and trainers. (Cambridge University Press, 1993).
187.
Mccoll, H. Foreign language learning and inclusion: Who? Why? What?- and How? Support for Learning 20, 103–108 (2005).
188.
Rubin, J. What the ‘Good Language Learner’ Can Teach Us. TESOL Quarterly 9, (1975).
189.
Languages Without Limits. http://www.languageswithoutlimits.co.uk/index.html.
190.
School days should be longer to help poorer students, suggests MPs | UK news | The Guardian. https://www.theguardian.com/uk-news/2014/jun/18/school-days-should-be-longer-suggests-mps-education-report.
191.
Unseen children: educational access and achievement 20 years on - GOV.UK. https://www.gov.uk/government/publications/unseen-children-access-and-achievement-20-years-on.
192.
AAIA – The Association for Achievement and Improvement through Assessment. http://www.aaia.org.uk/.
193.
Secondary maths overhaul is wrong answer, report says – AAIA – The Association for Achievement and Improvement through Assessment. http://www.aaia.org.uk/blog/2013/03/02/secondary-maths-overhaul-is-wrong-answer-report-says/.
194.
A podcast of Paul Black’s keynote address.
195.
Fisher, L. Modern foreign languages recruitment post-16: the pupils’ perspective. The Language Learning Journal 23, 33–40 (2001).
196.
Bolster, A. Continuity or a fresh start? A case study of motivation in MFL at transition, KS2–3. Language Learning Journal 37, 233–254 (2009).