Reactivation of Lapsed Languages in the Context of Modern Foreign Languages Teacher Education
Taylor and Francis
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This study examines the problems encountered by trainee language teachers who strive to maintain their language skills at their optimum level in the classroom. Many trainees will admit that their language skills need refreshing and a significant number of mentors agree with them. This article explores language attrition and strategies that can be employed to reactivate lapsed language skills. This three-year study comprised an extended case study followed by an action research project in which students were supported by a structured programme of language activities, language awareness sessions and contact with native speakers. Changes in levels of language skills were measured by language testing and an analysis of language logs provided additional data for the study. Findings revealed that students benefited from both exposure to language and structured input and that many activities could be accommodated alongside their teacher training. Furthermore, responses from students suggested that the work undertaken in the preparation and delivery of lessons could provide additional consolidation of language skills. The study was undertaken in the context of a Postgraduate Certificate of Education (PGCE) Modern Foreign Languages programme but the findings can contribute towards the metacognition and metalearning that are essential to all reflective practitioners.
Language Learning Journal
Llewellyn-Williams, Jill; (2014), 'Reactivation of lapsed languages in the context of modern foreign languages teacher education', Language Learning Journal, 42 (1), pp.103-116.
This article was published in Language Learning Journal on 08 March 2012 (online), available at http://dx.doi.org/10.1080/09571736.2011.652656
- Education Research 
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