Pre- and In-service Professional Development of Teachers of Community/Heritage Languages in the UK: Insider Perspectives

Goldsmiths College is one of a number of providers of initial teacher education to have introduced courses in community/heritage languages in the UK in recent years. Students taking the course gain experience in working with a wide range of learners across different sectors (state maintained, independent and complementary)(1). This study is based on semi-structured interviews with five students who have completed the course and are now working in London schools. It seeks to provide a clearer understanding of the pre- and in-service professional development needs of teachers of community languages and how these needs can best be met. The study supports the view that, in terms of pedagogy, an interactive teaching style and a modified 'second language' teaching approach (as opposed to a 'mother tongue' approach) is desirable for the majority of learners. Priorities identified in relation to professional development include planning and differentiation, resource development (including computer and other multimedia resources) and strategies for incorporating inter-cultural and cross-curricular dimensions as well as creative activities. Developing professional networks and encouraging closer collaboration between mainstream and community-based schools is seen to be of vital importance.