Modern Languages Across the Curriculum

As we enter the 21st century, questions of language and communications have never been more strongly posed. To celebrate the "century of langauge" this book deals with advances in modern languages teaching and learning across Europe. Individual chapters examine the developments in teaching methodologies over the past 100 years and the theoretical advances in our understanding of how languages are learned. The example of communicative language teaching is used to illustrate the principles and purpose of learning a second language. The need for combining the content and form of language learning in a much more integrated fashion is set out; for example, teaching a curriculum subject through a foreign language. Individual national case studies show how these developments have been applied in a range of cultural contexts. The book is illustrated with reference to pedagogic, cultural, and political issues. Practical materials are included in order to show what modern languages across the curriculum looks like in practice. There is also a chapter dealing with the implications of this approach to second language learning for teacher education, both in initial and in-service training. The

Reviewed with Apects of Teaching Secondary Modern Foreign Languages Edited by Ann Swarbrick'These two volumes represent state-of-the-art thinking.''It provides an impressively researched critique of current versions of communicative language teaching and a fascinating snapshot of development in "content and language integrated learning" from six European countries. - Nigel Norman, Teacher, TES'The book, as a whole, may be of interest to researchers who will find MLAC to be a surprisingly unresearched area whose processes and outcomes need to be empirically addressed The present volume is also a necessary reference point for anyone involved in language education in Europe. The array of schools that are presently engaged in MLAC, as shown in the national case studies section, is impressive, and this seems to indicate that this instructional mode can only grow in importance in the near future.' - Elsa Tragant, Language Teaching Research

Michael Grenfell is Senior Lecturer and Research Co-ordinator at the Research and Graduate School of Education at the University of Southampton. He has been a languages teacher and is an experienced teacher trainer and researcher