Agregador: The Language Gym
Nº de artículos: 42
Blog en inglés de Gianfranco Conti, un experto en lingüística aplicada y adquisición de segundas lenguas, dirigido a profesores de lenguas. En él ofrece análisis y reflexiones basadas en la investigación sobre cómo se adquieren y enseñan los idiomas. Aborda metodologías, creencias docentes, evaluación y práctica en el aula, conectando teoría y experiencia para mejorar la enseñanza de lenguas.
Here is a list of all my upcoming online workshops I will conduct for the University of Bath Spa’s Network For Learning. As you can see below it covers a vast array of topics and includes new topics. Every workshop is evidence based and offers a wide range of effective hands-on classroom activities... Leer más
I have rarely been as concerned about a development in language education as I was about the pedagogy promoted by the National Centre for Excellence for Language Pedagogy (NCELP), led by Emma Marsden and Rachel Hawkes. This was not because everything the NCELP advocated was wrong. Far from it.... Leer más
Introduction I think this is something we sometimes forget when planning that all-important first lesson back.Several weeks may have passed without the retrieval demands, sustained attention, routines an social constraints of school, which means that knowledge which appeared perfectly secure before... Leer más
Intoduction I am obviously biased. I co-created The Language Gym, so nobody should expect me to pretend otherwise. However, there is astrong research-informed case for using it which goes well beyond the fact that students enjoy the games. The Language Gym was built around a simple metaphor:... Leer más
The new GCSE MFL textbooks: a major improvement, but are they really built for language acquisition?
Introduction The new GCSE French, German and Spanish specifications have triggered one of the most significant changes in MFL textbook design for many years and, compared with previous generations of GCSE resources, the new books are much more attentive to phonics, high frequency vocabulary,... Leer más
Introduction As l have experienced first-hand, Mandarin presents language learners with a particularly demanding set of challenges. They need to develop new sound categories, perceive and produce lexical tones, build sound–meaning connections, learn a large numbers of characters and develop an... Leer más
A reform that deserves a much harder look This article was prompted by a recent post by Steve Smith on FrenchTeacher.net questioning the direction in which modern language teaching in England has travelled under the influence of the traditionalist, knowledge-rich movement. His post made me reflect... Leer más
Introduction Every year, the Language Trends England report provides the most comprehensive snapshot of the state of Modern Foreign Languages (MFL) in English schools. The 2026 edition paints a fascinating picture of a profession that is adapting rapidly to curriculum reform while continuing to... Leer más
Guest blog by Victoria Harris When I first began exploring the work of Gianfranco Conti and associates, I was looking for curriculum rooted in solid progression, that had KS3 level learning but at a pace that KS2 could follow. What I found was much more than that. I discovered the principles of EPI... Leer más
Walk into many language classrooms and you will hear a familiar refrain: “Right, now discuss your holidays with your partner.” The intention is admirable. After all, students learn to speak by speaking… don’t they? Not quite. One of the most persistent misconceptions in language teaching is the... Leer más