2nd Edition
Addressing Special Educational Needs and Disability in the Curriculum: Modern Foreign Languages
List of appendices
Series authors
A few words from the series editor
Acknowledgements
Introduction
1. Meeting special educational needs and disabilities: Your responsibility
2. The inclusive MFL classroom
3. Teaching and learning
4. Monitoring and assessment
5. Managing support
Appendices
References and further information
Biography
John Connor is former head of faculty, local authority adviser, senior examiner, AST assessor and Ofsted inspector for MFL. He is currently a trainer, author and consultant, as well as a school governor.
The introduction of compulsory languages teaching at KS2 has meant that more primary and middle school teachers, who perhaps are not specialists, are faced with the need to provide more differentiated lessons to a wider ability range, with a wide range of specific needs.
In my opinion the interest in MFL and SEN has definitely grown. More schools are ensuring that all children have access to learning a MFL, and no longer disapplying the children. More teachers are teaching MFL at all key stages across primary, middle and secondary schools. There has been a rise in the number of languages being taught, including now Japanese, Mandarin, and other worldwide languages.
The introduction of the new SEN guidance means that all schools have to ensure that all children with SEN are supported in the first instance through quality first teaching, shifting the responsibility more to the classroom teacher, and away from SEN departments, or Learning Support Assistants.
I would welcome this book in my school, for all teachers of MFL. I think it would be an invaluable resource for all. It was very interesting to read, and think with the updates, it would make an excellent book for teachers to use to support their planning and delivery.
Sally Allan, Edwinstree Middle School. Teacher of French, German and English. Deputy Headteacher
The new Code of Practice for SEND (2014) has reinforced the requirement that all teachers be prepared to meet the needs of all learners with SEND through their teaching.
This expectation, set against a backdrop of falling budgets and reductions in CPD and support staff spending, means that there is a very real and current need for teachers to 'upskill' their abilities to meet increasingly complex SEND in the classroom.
It is the only book on the market that I am aware of that addresses the teaching of young people with SEN in MFL. It is beautifully written and very readable – many of the points raised are still current – such as the detailed analysis of issues around disapplication of learners with SEND.
I would definitely buy the new edition. It is also worth noting that John Connor looks to have an excellent professional profile in this field and is an ideal person to write the updated edition.
Pippa Whittaker, City Academy Bristol; Inclusion Department
