Supporting the lesson planning process of beginning languages teachers

Vauzour, Sophie (2025) Supporting the lesson planning process of beginning languages teachers. In: Mentoring Languages Teachers in the Secondary School. Mentoring Trainee and Early Career Teachers (1st). Routledge, pp. 87-100. ISBN 9781032801032

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Abstract

Languages lesson planning is a complex process bringing together curriculum and pedagogical understanding, and encompassing competences from the Teachers’ Standards. It also needs to consider the development of the four skills, the three ‘pillars’ (phonics, vocabulary, grammar), as well as providing an ‘opening to other cultures’ and a ‘liberation from insularity’. Experienced teachers operating in well-resourced departments often have internalised parts or all of this process, which busy and overwhelmed beginning teachers might see as evidence of no planning. Successful mentors offer explicit analysis of their planning practices, tailored to the development of their mentee, with opportunities for scaffolded application, gradually moving towards autonomy. This chapter explores ways to deconstruct planning, making the implicit explicit to support beginning teachers’ understanding of the discrete processes involved. This is a necessary step to allow beginning teachers to integrate those at a later stage, maximising pupils’ learning and enjoyment, in the short, medium and long term, whilst developing sustainable planning habits.

Item Type:	Book Section
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Language in Education
Depositing User:	LivePure Connector
Date Deposited:	02 Jun 2025 09:32
Last Modified:	02 Jun 2025 09:32
URI:	https://ueaeprints.uea.ac.uk/id/eprint/99372
DOI:	10.4324/9781003495468-12

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