Author: Elizabeth Clingan and Sandra Coles
Date of Publication: January 2018
Series Title: Scottish Languages Review Issue 33
Notes: DOI: 10.6084/m9.figshare.5925106
This small-scale practitioner enquiry explores why some primary multicomposite class teachers from two local authorities perceive that teaching a modern language in multicomposite class is more challenging than in a ‘straight’ class. We examined and assessed previous research findings on teacher pedagogies, practices, values and beliefs within non modern language contexts in the multicomposite class. Building on those, we invited teachers to reflect on and compare how their own pedagogy and beliefs influence teaching and learning of literacy and modern languages in their multicomposite classes. In our analysis we explore local literacy as well as modern language challenges and opportunities, such as transferability. This enquiry provides a Scottish perspective on the topic and opens a dialogue about modern languages in the multicomposite class, a hugely neglected area.
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