Improving Writing Skills With Year 10 French Students

Abstract

In this article, the author casts over a school in South London and the different approaches taken to improve writing skills in French lessons. By drawing on, and critiquing, current MFL research and practice, the author aims to highlight some of the potential barriers to learning, such as challenging socio-economic circumstances, as well as emphasise the ways in which teachers may mitigate against these. By focusing specifically on writing in French year 10 lessons, the author breaks down the process of writing and helps both students and readers to improve their metacognition around key parts of current GCSE questions. The findings show that structured feedback and consistent praise can have a strong impact on attainment, helping to direct students’ efforts and increase their confidence.