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This book is the outcome of a project on boys’ underachievement in modern foreign languages (MFL), presenting research findings as well as recommendations for practice.
The study, funded by the Qualifications and Curriculum Authority (QCA) and conducted by a team from Homerton College, Cambridge, took place during 1999-2000.
The remit was to identify reasons for boys’ under-performance in Modern Foreign Languages (MFL), and to find strategies to remedy the situation. Data collected from seven secondary schools involved the use of interviews, questionnaires, observations, and the scrutiny of documents. The majority of the findings are grouped and presented as verbatim responses from pupils, with some discussion, although often this is little more than a sub-heading, representing a paraphrasing of the quotations. There are some valuable insights contained within these, which throw some light on the mismatch between boys’ and girls’ performance, both generically and with specific reference to MFL.
The eight sections and three appendices are of varying quality and usefulness, and appear somewhat fragmented, e.g. the literature search is presented as an appendix and the teachers’ responses in section six are not compared with the pupils’ perceptions in the preceding sections. However, this is not intended to represent a rigorous piece of research, rather as a starting point for discussion within and beyond MFL departments. As such, it is a welcome addition to the body of knowledge regarding meeting the needs of individual pupils.
Groups of teachers have subsequently trialled the recommendations, the results of which are being published in December 2005 (see ISBN below).
Reviewed by:
Sue Field
Jones, B. & Jones, G. (2001) Boys' performance in modern foreign languages : listening to learners. London: CILT. ISBN: 1902031946
Article published to :
Topic Area
Diversity, Diversity
QTS Standards
Q1 Have high expectations of children and young people, Q18 Understand how children and young people develop, Q19 Know how to make effective personalised provision for those they teach, S1.1 High expectations of all pupils to raise their educational achievement, S2.4 Understand physical, intellectual, linguistic, social, cultural and emotional development
Type of Resource
Books, Field, Sue
Education
Key Stage 3, Key Stage 4, Modern Foreign Languages
Authors :
Barry Jones and Gwenneth Jones
Other Contributor :
Helen Demetriou, Peter Downes and Jean Rudduck
Source :
CILT
Publisher :
CILT
Article Id :
10670
Date Posted:
26/4/2005