Author Description

Based on widespread teacher perceptions that British upper secondary school students entering advanced language courses are poorly prepared, an approach for making the transition to advanced language instruction is suggested. Teachers are invited to use existing syllabuses creatively to develop language awareness as well as language skills. Four aspects of curriculum design and development are discussed: (1) the need to create a new model of progression through language learning; (2) beginning with and building on students' existing strengths and knowledge level, emphasizing collaboration, self-assessment, and study skills; (3) progressing from known to unknown in syllabus content; and (4) incorporating grammar into a syllabus designed around topics and skills. Specific examples of classroom techniques and activities are provided in French, Spanish, and German. (MSE)