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This lively and inspiring collection of readings is divided into three sections: 'Developing teaching strategies and effective classroom management' covers all major aspects of classroom practice; 'Planning, evaluating and assessing MFL learning' is a guide to the day to day requirements and practicalities of MFL teaching; 'In search of a wider perspective' considers how MFL teaching might develop and expand, and its place outside the classroom. Fully engaged with teaching and learning MFL at a practical level, it illustrates concepts and good practice through a braod range of classroom-based examples and case studies.Issues covered in this book include: maximising potential engaging pupils in their learning developing listening, reading and oral skills use of information communication technology assessment and differentiation broadening the content of MFL lessons role play in the language class MFL beyond the classroom.

Language Learner Strategies combines principles with research and classroom practice, providing a new view of language learning to inform policy and teaching methodology. Divided into three parts, the book draws links between language learning theory in the established research literature, the authors’ own empirical studies and the implications for curriculum policy and teacher education. The book addresses issues that to date have not been fully explored including the strategies of the 12-15 year old age range learning Modern Languages such as French, German, Spanish and Mandarin Chinese. A special focus is given to the sociocultural aspects of learner strategies and their link with psychological contexts in which they are used. The authors explore the cognitive turn in language learner strategy research and the practical teaching approaches it helps to develop. It sets a future agenda for learner strategy research and classroom practice.

This collection explores playful ways of fostering creative engagements with the medieval and early modern past and its own literary and artistic products, especially among those new to their study. As scholars and teachers of early English, the contributors cover literary and cultural material from a range of genres within the Old English, Middle English, Tudor, and Stuart periods and collectively delve into a shared interest in facilitating what we might loosely define as 'newcomer' or 'non-specialist' encounters with the past: initial, exploratory contact in which prior knowledge cannot be assumed, whether involving creative professionals, experts from other disciplines, undergraduate and school students, or members of the public. Considering artworks and installation, theatre and performance and curation practices, case studies offer practice-based examples of learning and engagement which proceed primarily through creative and playful approaches. The case studies are arranged into two broad groups: those which work through performance and theatrical play of various kinds, and those which work through playful practices of production and making. All share a perspective of irreverence, of vivid immersion, and of the possibilities of conjuring with the past.

Most education in the pre-colonial Middle East and South Asia was inextricably permeated by religion, in that it relied heavily on study or memorization of religious scriptures and rituals for the purpose of training believers, or on the use of religious texts or stories to teach ostensibly secular subjects such as geography or history. Colonial penetration of these areas introduced a new model of Western education, in which the curriculum was dominated by material whose truth claims were not based on religious faith, and which were not taught through the medium of religious texts. Religion, if allowed at all, was confined to discrete classes on the topic. This marginalization or exclusion of religious material did not necessarily mean that the resulting education was inexorably secular: Gauri Viswanathan has demonstrated that British educators in India circumvented policies forbidding the teaching of Christianity in government schools by creating English literature courses designed “to convey the message of the Bible.” In contrast to its predecessors, however, Western-style education was based on the conceptualization of religion as a discrete subject separate from and incapable of shedding reliable light upon worldly matters, and on the premise that it was mastery of these worldly matters, rather than knowledge of sacred scriptures and rituals, that would bring students success. In this model, religion would be understood “as a new historical object: anchored in personal experience, expressible as belief-statements, dependent on private institutions and practiced in one's spare time.”