ABSTRACT

Introduction The primary teacher is in a unique position to deliver MFL as a cross-curricular experience. Unlike her/his colleague in the secondary school, the primary teacher is already an expert in delivering whole-curriculum learning and has privileged access to the global experience of the pupils' perspective. These are major assets in the process of successfully embedding MFL across the curriculum. Of course, as with all innovation, support is needed for necessary basic skills and awareness of how to expand existing practice in new directions. This chapter aims to contribute to such support by first looking at the aims underpinning secondary MFL pedagogy – aims which earlier stage teachers need to be aware of – and by then considering how MFL is most effectively embedded in the curriculum by linking to other subjects as well as constituting its own specialist area. We will justify this position on the grounds of increased pupil motivation and meaningful use of language in context and will suggest several practical ways cross-curricular learning can be implemented.