About The Programme

1. The FLOTE approach to language teaching and learning
2. 'AFLOTE': Programme structure and components
3. A literacy approach to language learning
4. Characteristics of effective language teaching

The FLOTE approach to language teaching and learning enables teachers and participants to share in the experiences of others, to reflect on their own practices, and to access and use lots of handy hints and ideas in relation to the teaching of languages.

In addition, the approach allows for the active engagement of participants with up-to-date information about practices and principles associated with what is considered to be good languages education.

All of the experiences offered through the FLOTE modules are anchored through a belief in a constructivist approach to learning and teaching, through fostering practices to ensure that language learning is a cumulative experience for learners, and through seeking to highlight the connection between the development of first and second language literacy skills.

It is hoped that, as a result of these professional development modules, teachers will be able to facilitate language learning programs that enable language learners, through a literacy approach to language learning, to actively participate in problem-solving and critical thinking with regard both to language learning and also, to language use.

• Modules

  The FLOTE professional development programme is made up of a range of modules that can be studied as components of a full languages methodology training program, as modules or units of a higher degree programme, or as professional development modules. The modules are designed to be the equivalent of either 2 or 4 days face-to face contact.

  For a full list of the available modules click here.

• Professional Practicum

  FLOTE includes the opportunity for a Professional Practicum. Through action research, participants are able to:

  either

  Investigate an issue of concern to them in terms of classroom practice, language learning, curriculum design.

  or

  Develop self-access learning materials and/or virtual access learning materials to address multilevel classroom issues.

  Opportunities will also be available through the Professional Practicum for participants to share and exchange experiences, critical reflections, and even videos of practice.

• Facilitation, Mentoring and Peer Support

  Through forums and chat rooms FLOTE is able to provide on-line facilities to allow participants to explore issues with colleagues, and with instructors and/or facilitators. These additional avenues of support give FLOTE participants opportunities for networking and sharing that have the potential to enrich both knowledge and practice.

Learners are provided with:

• Language learning experiences that are multimodal and multitextual.
• Opportunities to engage with authentic texts, to learn about their conventions, and about how context and purpose influence text and discourse.
• The knowledge of how to 'read' text and of how to apply the roles of code-breaker, text-participant, text-user and text analyst (Luke and Freebody 1997).
• Opportunities to construct text and discourse appropriate to different contexts and for different purposes.
• Explicit training to enhance ability to use language learning skills and strategies and to increase metacognitive and metalinguistic awareness.
• An environment that enables learners to be socialised into new ways of thinking about meaning and communication.

• The teacher uses the target language extensively, encouraging the students to do so.
• The teacher establishes an affective climate in which learners feel comfortable taking risks.
• The teacher provides opportunities for learners to communicate in the target language in meaningful, purposeful tasks that are either real or realistic.
• The learning experiences of the language classroom enable all students to be successful.
• Language tasks are designed to enable language learning, language practice and language use, and are appropriate for the skills and interests of the learners.
• Opportunities are provided for engagement with authentic text and all of the language modes.
• Socio-cultural understandings and knowledge of the language as a system are integrated into instruction.
• Learning experiences are structured around the use of collaborative learning strategies enabling a variety of interaction patterns that accommodate different task rubrics, and the different learning styles and needs of students.
• Teacher input and student tasks invoke the use of a range of thinking skills.
• Learners are explicitly taught language learning skills and strategies and are encouraged to reflect on, and evaluate their own language use.
• Explicit error correction is not included in activities that focus on meaning making but is an integral part of tasks associated with accuracy.
• Assessment is meaningful and is achieved through a variety of evidence provided through a variety of tasks and a variety of monitoring procedures.
• Learners are enabled to develop positive attitudes towards cultural diversity.
• The physical environment reflects the target language and culture, and supports student learning.
• Learners are exposed to, and engage with, a broad range of input materials rather than having a textbook as a curriculum.
• Technology, as available, is used to facilitate language teaching and learning.
• The teacher engages in continued professional development in the area of languages education.
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