Workshop 4


	MFL & INCLUSION

WORKSHOP 4

Learning and teaching

Linking communities

Workshops main page


	INVESTIGATING BARRIERS: WRITING IN THE MODERN LANGUAGE CLASS If you have read the section of this website that examies the barriers which make it difficult for some learners to cope with modern language learning, you will have seen that many support teachers identify writing as the most problematic activity for numbers of children. If you have not yet read this section, this is where you should start. Go to Barriers To recap: Of all the activities that we ask children to undertake in the classroom, the act of writing is the most difficult. If we wish to avoid demotivating some children by making heavy demands on their writing skills, we may need to reduce the amount of writing we ask them to do. This does not mean abandoning all writing activities, for writing is indeed a valuable part of the learning process, but it does mean that we should look very carefully at the purposes for which we ask them to write. The following tasks are designed to help you to do that.

		Download a copy of the tasks that appear below (pdf)
		Download task sheet


	TASK 1
	On the Worksheet provided, in the first column, list all the different types of writing that you ask pupils to do in the course of a unit of work. Include any activity, formal or informal, where you ask them to write. If you are working with a colleague or using this workshop with a Department, you could brainstorm this part of the workshop. Try not to leave anything out. If they need to pick up a pen or pencil, the activity should be in the list. Alongside each entry, if the writing is usually in English (or other mother tongue), write L1; if the writing is in the foreign language, write L2. Or both, if necessary.

TASK 2a

In the second column, write the purpose for which each task is set.

TASK 2b

Review the list in your second column. Tick the activities that are essential parts of the learning process for every pupil. Put a cross next to any writing activities which are not essential to the learning process.

TASK 3a

Reflect/Discuss: Could the activities with a cross be omitted? Or, can you suggest how the purpose of the task could be achieved in some way other than through writing? Note down these ideas in the third column.

TASK 3b

Consider the activities you have ticked. Is writing really essential, or could the purpose of some of the activities be achieved ib a different way that would involve less writing for pupils who find that difficult? For example, is it necessary for every pupil to write, or would appointing a notetaker fulfil the purpose of the exercise?

TASK 4a

Assess the implications:

Have you been able to reduce the amount of writing some pupils will have to do while in your classroom?
Will learning suffer as a result?
What are the implications for you and/or your department if some of the ideas you have generated were to be implemented?

TASK 4b

Tick the alternative measures you could implement without delay. Decide when and how the other measures can be implemented.


	Further reading

	Download 'Why aren't they learning?' (pdf)
	Download 'Some common barriers' (pdf)


	21.3.09 Read John Bald's blog for his views on getting rid of copying: http://johnbald.typepad.com/language/copying


	This work is licenced under a Creative Commons Licence.


	This page last updated: 30.6.08
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