Chapter 4 discusses the different modes of teaching that teachers can employ in class: direct, discussion, activity, enquiry, collaborative and group approaches are all examined in detail, with the advantages and disadvantages of each mode considered and practical advice given on when and where to employ them within a pupil-centred environment. The predominance of particular modes in class is examined, and the importance of teachers using a wide range is stressed, in addition to a discussion of what each mode is particularly suited to achieving. The chapter also examines Resource-Based Learning and Task Based Language Teaching in detail.

Chapter 11 looks at how skills and competences necessary for successful language learning can be developed in the language classroom through the use of drama, music and games. Developing an understanding of the culture and literature of countries where the foreign language is spoken and what is appropriate at different ages and stages of learning is also examined in this chapter. The use of music and rhyme helps to embed the foreign language in learners’ minds, promoting pedagogical diversity and consolidating learning, particularly with regards to pronunciation, fluency, listening comprehension, memorisation of vocabulary and grammatical structures, as well as increasing cultural awareness. Drama and games can motivate learners and create a relaxed atmosphere where language skills can develop, thus promoting learner interaction, improving skills and consolidating knowledge.

Chapter 3 emphasises the importance of developing skills among pupils progressively throughout language learning and discusses how each skill complements the others to improve overall communicative competence. Practical advice on how to develop each individual skill is given, as well as how to create multi-skill and multi-task activities. Tasks designed to give student teachers practice in developing these individual skills are included. The development of reading skills is given particular attention, as this is an area which can affect the others if not given due care and consideration.

Chapter 2 examines historical and current approaches to the learning and teaching of foreign languages and considers the features of each approach. The term ‘post-method’ and whether we are in a period that can be described as such are discussed before a consideration of why foreign languages are learned. A very important aspect of foreign language learning and teaching is how to increase exposure to the target language and how to promote target language use amongst pupils. Through analysis of commonly perceived problems associated with language teaching, advice will be given to help teachers develop strategies to stay in, or increase their use of, the target language.

Chapter 6 builds on unit planning and analyses the fundamentals of modern foreign languages lesson planning and the features of a successful lesson. It emphasises the importance of planning learning across a series of lessons and walking through your planning in advance. Successful lesson planning must be based on a sound knowledge of pedagogy and teachers need to know the most effective ways of learning and teaching languages. This in turn needs to be coupled with skilled use of the appropriate modes of teaching used at the appropriate time. This all needs to happen within a planned framework, which allows and supports pupils’ development and progress across a sequence of learning goals. Chapter 6 gathers these factors together and leads student teachers through the essential steps of effective lesson planning.

It is very important that teaching and learning activities and assessment are designed to cater for the needs of schools and pupils. Chapter 8 looks at the connection between learning and assessment and includes approaches and strategies for both formative and summative assessment. How to plan for and manage assessment of learners’ progress is examined in detail with practical advice on how to do this in a structured way. How to use assessment for learning within a framework of formative assessment is detailed, including self-assessment and peer-assessment techniques with practical examples for use in class. The development of metacognitive strategies in learners is explored and advice is given on how to promote and develop this in learners in stages. The importance of giving regular feedback to pupils on their learning is also emphasised. Techniques and suggestions in this chapter can be adapted for different classes and year groups.

Continuing professional development (CPD) is examined, emphasising the importance of maintaining skills and keeping abreast of current research and curriculum developments in the teaching of modern languages. Examples of professional learning are given, as well as advice on how collaborative working with colleagues locally, nationally and internationally can enhance learning and teaching. In addition, links are given to sources of further information and advice on a range of opportunities available to teachers to help them with their career-long professional learning (CLPL). Finally, the chapter discusses the important area of teacher well-being and gives guidance and advice on how student teachers can build emotional resilience that prepares them for a career in the classroom, noting sources of support for their own mental health and well-being.

In recent years remote and hybrid approaches to learning, teaching and assessment have risen in prominence. Starting with the strict lockdown measures enforced during the Covid-19 pandemic when schools, colleges and universities had to find alternative ways of providing learning, teaching and assessment quickly, there has been a dramatic expansion of online teaching. This chapter looks at how and when teachers can incorporate remote learning, teaching and assessment approaches in a modern languages class and the practical implications related to doing so.

Chapter 7 examines why it is necessary to differentiate learning and how to plan for and manage differentiation in the language class. A range of strategies is given with practical examples of how both content and skills can be differentiated in terms of reception and production of the foreign language. Areas studied include differentiation by length, presentation and density of text; design of task, graded tasks, parallel tasks, branching tasks; differentiation by outcome, differentiated expectations; organisation of class and appropriate use of teaching modes. The chapter examines how to respond to the needs of all learners, from helping pupils with specific learning difficulties (SLDs) to using appropriate strategies with more able learners, and examples are given. The wide variety of additional support needs (ASN) is discussed, with advice on how to respond to multiple needs within a mixed-ability class setting.

Vital to successful learning and teaching and a necessary pre-stage to lesson planning is constructing a long-term and a mid-term plan. In order to ensure successful progression in pupils’ language learning, careful thought is necessary in terms of deciding what pupils need to learn and in which order. Chapter 5 looks at the fundamentals of syllabus and unit planning, taking account of providing meaningful progression through the foreign language, related directly to appropriate pedagogy, and walks student teachers through the stages needed to create successful unit plans, and mid-term and long-term schemes of works for teaching modern languages.

Technology has become central to both the personal and social aspects of our lives. In the classroom, digital literacy is the pupils’ ability to discern quality sources and evaluate the appropriateness of online content as it relates to the task or activity they are undertaking, while respecting the intellectual property rights of the content owners. The chapter discusses online safety and the use of social media in a considerate and respectful manner, and examines what these issues mean for the student teacher in a modern foreign languages classroom. In addition, it looks at the benefits of technology in modern foreign languages learning and teaching, and highlights important caveats and common pitfalls.