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Higher level questioning

Discussion in 'Modern foreign languages' started by mpillette, May 13, 2011.

  1. mpillette

    mpillette New commenter

  2. spsmith45

    spsmith45 New commenter

    This topic does not go too well with MFL where questioning has a different and quite particular role on the whole. We use it to elicit information in a very artificial way in order to develop internalisation of vocabulary and grammatical competence. We have a hierarchy of questions from the simple yes/no, via either/or, through to open-ended questions, but when SLT raise this issue they are talikng about the higher order questions used in other subject areas. This becomes somewhat relevant at A-level, but if you are forced to have a policy on it, then look at question forms as they relate to MFL teaching in particular . There is a useful conversation to be had about this within departments.As language teachers we should all have a clear idea of why we use different question types.
     
  3. Exactly, MFL doesn't relate to questioning in other subject which I have tried to explain to the powers that be but they don't seem to get it. I think, for example, that analyzing GCSE texts for tense, parts of speech etc is higher order thinking but SLT don't agree.
     
  4. How can they not agree? Deriving meaning with incomplete information, using contextual, syntactic and semantic information is certainly problem solving of the type we are supposed to be fostering in the revised curriculum. And literacy training of the highest order. In fact, as language teachers we are teaching all the structure and form that has never been taught in English lessons and used to be taught in Latin.
     

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