NACELL - Teaching Materials

Teaching Materials

A diverse and growing range of resources for young language learners includes specialist teaching materials for primary languages in schools, as well as non-specialist and mono- or bilingual resources in many languages which can also be used for learning out of school or at home.

Finding teaching materials: NACELL provides a comprehensive collection of ELL resources produced by both commercial publishers and educational organisations, including local authorities or cultural institutes. Details of these resources are available in the searchable CILT library catalogue. Additional resources can be found via our listings of ELL publishers and suppliers websites and Information Sheets on ELL teaching materials. The Curriculum Online website, managed by Becta, includes an extensive database of multimedia resources.

Evaluation and selection: Teachers in particular should try to examine critically resources and the distinctions between resources for language learning and other subjects. Any evaluation and selection of resources will depend on a variety of factors, including local circumstances, individual classes, teaching styles and the experience of the teacher. Some of the main considerations are included in the checklist below. This can be used to help assess and choose materials, as well as help to determine their quality and usefulness and which elements may need to be adapted for your specific setting and purpose.

User needs: Will the resource enhance language learning and teaching? Does it complement other classroom resources? What is the cost and the longevity of the resource? What ‘time investment’ is required for training, preparation, etc? Is clear guidance and/or support provided? Is it produced by a trustworthy or well-known source? Is it based on a clear needs analysis or rationale and trialling with learners and teachers?

Target users: Is the resource suitable for specialist and/or generalist teachers? What key stages/age groups does it cover? Is it suitable for whole class and/or individual learning? Can it be used as a learning resource for both pupils and teachers? Can it be adapted for non-specialist teachers or younger learners?

Resource types: How is the resource described (e.g. course, scheme of work)? What format and media does it use? Does it include additional components (e.g. teachers’ notes, worksheets)?

Aims: Does the resource have a clearly defined purpose and user? Are there achievable objectives? Is it based on a particular teaching approach? What is the intended setting (e.g. school, out of school learning and/or home learning)?

Content and design: Is the resource appropriate to the age group in terms of its content, level of language, approach and overall design (including wording and images)? Is the content culturally appropriate? Does it respond to issues regarding inclusion (e.g. EAL, SEN, different learning styles), differentiation and/or mixed-age provision? Are there appropriate uses of and integration of ICT (e.g. interactive whiteboard)? Does the content reflect positive attitudes to language and culture?

Objectives: Does the resource meet objectives for linguistic progression? What skills are covered (e.g. speaking, listening, reading, writing)? Are there relevant links to the KS2 Framework for Languages, QCA schemes of work, Languages Ladder or Early Years curriculum? Are there any cross-curricular links? Does it include elements of formative or teacher assessment? Does it offer continuity between primary and secondary language learning? Is it useful for raising achievement, motivation or learner confidence? Does it offer any creative use of teaching and learning?

Evaluations and reviews of resources: Reviews are included in the Teachers TV series ‘Resource Review’ (Resource Review - Primary MFL, Resource Review - Primary Modern Foreign Languages, Resource Review - Primary MFL 1, Resource Review - Primary MFL 2) and the online TES Review Bank. They can also be found in educational publications, including the Times Educational Supplement (TES), Education Guardian, ALL Journals (Language Learning Journal, Francophonie, Deutsch: Lehren und Lernen, Vida Hispanica,Tuttitalia and Rusistika) and magazines such as Junior Education and Primary Choice. The School of Education at UEL provides information and book reviews on Using and Researching Dual Language Books for Children. Teacher evaluations on multimedia resources are included on the Curriculum Online and Teachers Evaluating Educational Multimedia (TEEM) websites. More information on choosing and using ICT resources, plus advice on embedding ICT in learning and teaching, can be found on the Becta website and additional support for teachers using interactive whiteboard is available on the National Whiteboard Network website.

We also suggest looking at guidance for whole school or cross-curricular learning, as many of the principles and ideas could be used or adapted for language work. The CILIP (Chartered Institute of Library and Information Professionals) Primary school library guidelines offer advice on general issues to consider when selecting resources and equipment for primary school libraries. Bookstart, the national books-for-babies programme, has produced two booklets - Finding books to suit different needs, which helps identify different types of books that might be particularly relevant to a child’s specific needs, and Finding inclusive books, which lists early years books showing positive images of disability and titles that may be useful in discussing disability and diversity.

Teachers may also wish to seek further advice from specialist ELL advisers at their school or Local Authority, or contact other practitioners via the ELL-forum. The NACELL enquiry service can also be contacted for information about resources.

Please note that CILT does not recommend or endorse particular resources. See our terms of service for details.

Resources

Information sheets

Online resources

European Language Portfolio

Publishers

Suppliers

Teaching materials