In the view of esteemed colleagues...is there a disconnect with some methods of teaching MFL and actual real progress and preparation for some kind of fluency. I am finding that lots of students can be got to a stage where they get a C at GCSE but then don't want to go on to A level or indeed if they do struggle terribly. I used to date the associate dean of languages at our university and he used to ask me what he hell we were doing in schools as the undergraduates had to be "inducted" into special catch up grammar sessions as they knew nothing about the language but had learnt phrases in Pavlovian style to certain questions and key words.... Am I just old fashioned and not moving with he times in actually wanting to see students become independent in their learning and then autonomous in their use of the MFL? My nephew tells me that he barely knew 30 words and still got a C in his GCSE as the teacher wrote his coursework for him. I suspect they are under so much pressure to get the grades they are predicted that the temptation is to "cut corners" shall we say. When I go to schools on supply now and talk to year 11 students about their experience it is generally negative and I get the feeling it's because they too recognize that they are not actually "learning" anything in their lessons just drilled into producing on demand. I was asked to read through some coursework when i arrived at a school last week. The class teacher was a Germanist and had been asked to teach French (her second rusty subject) She was unsure whether the work was correct as it contained structures that she didn't know....I said nothing other that that it was a very good piece of work and it was for the most part correct.....maybe I should have said also that it was written by a machine probably google translate....I think she knew this however but was still going to submit this to the board as the candidate's own work... What do you think guys? AM I alone and old fashioned and need to be weeded out?