ABSTRACT

In parts 1–3 of this book, we dealt with the historical background and theoretical justifications for Modern Languages Across the Curriculum. We saw then how this approach to integrating content and language might look like in practice by looking at case examples from a range of European contexts. Part 3 showed the type of teaching materials which might be employed first to broaden the curriculum and then to lead on to to subject coverage in a recognised discipline area. We have seen issues of principle and practice in implementation, including national, regional and international variations, as well as common practical aims and objectives. Whatever the approach, language and subject content, Modern Languages Across the Curriculum has to be taught by a trained and committed teaching force. This part of the book deals with issues surrounding the training of such teachers. Clearly, there are differences across countries. However, the profile of the proficient MLAC teacher probably retains more similarities than differences. The first chapter in this part considers teacher education as distinct from teacher training in the diversity that is the European context. We see what MLAC teachers need to know: the basic components that make up MLAC teacher knowledge. These components include language-specific and content knowledge, as well as general pedagogic skills. This description gives rise to an ‘agenda’ for educating MLAC teachers; in short, the content and organisation of teacher education for this breed of teachers. Such an agenda has clear policy implications, and these are sketched out as a way of making clear what European teacher education might look like in terms of structure, experience and curricular content. There is also mention of the in-service needs of practising teachers; what support they need and how might it be provided in order to help them teach in this way. In the second chapter, we include materials and ideas which might be used with teachers in order to introduce them to Modern Languages Across the Curriculum and plan for its adoption in their individual teaching programmes.