Barriers and Constraints to Target Language Use Sample Clauses

Barriers and Constraints to Target Language Use. In this section, I look at a selection of barriers and constraints to TL use. I separate these into internal and external constraints, broadly those within the classroom and those outside it. Internal constraints concern behaviour management, consistency of departmental approach, preparation time, time to engage with students and reflect on learning, and an overarching theme of the extent and quality of professional support for teacher development within departments and without. External constraints range from the contrasting experiences of MFL teachers between TL expectations in ITT and the reality of classrooms, the pressure of Ofsted and other inspection bodies, exam preparation and the degree of support and space for meaningful CPD and MFL networking to xxxxxx teacher autonomy and development. Government directives, which are often a little puzzling, such as making KS4 MFL study optional, while making KS2 study mandatory and exam syllabi, which do not always reflect the information children wish to express in the TL, become embedded within prevailing practice and hegemonic MFL approaches. Consider the MFL textbook as primary representation of FL. Textbook contributors (e.g., author, publisher, sometimes an advisory teacher) create something that some teachers do tend to rely heavily upon for guidance in their practice.
Sample 1
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