ABSTRACT
Primary MFL practitioners have enjoyed great success in achieving their mission over recent years to make the subject a reality in the primary curriculum.The enthusiasm and deep-rooted belief in primary MFL as an entitlement for young learners have been vibrantly felt in the whole MFL community of practice.While secondary MFL has a strong and recognisable identity, the primary subject identity has been in transition as it has been framing its practice and defining appropriate well-grounded pedagogical principles and practices within the context of lively subject debate, work that is still in progress. Training and the continuous professional development/learning needs of teachers and others in the developing community of practice are the focus of this chapter. In our view, training is an essential tool to empower primary teachers, already expert in primary pedagogy, to undertake their role as confident and competent MFL teachers.This can be achieved by adopting a creative, eclectic approach when devising plans using teachers’ prior knowledge and experience, and, very importantly, their individual training needs as a starting point.
