1,721,086 research outputs found
L2 phonics instruction and the development of L2 sound/spelling links in primary school learners
No full textEnglish education policy and curricula promote literacy as an integral part of foreign language learning; yet recent evidence notes that reading and writing remains undeveloped in primary school MFL programmes (Cable et al., 2010; OFSTED, 2011). Concerns relating to current levels of foreign language literacy achievement in secondary schools led to calls for explicit and coherent decoding instruction (Erler, 2004; Woore, 2009: 3). However, subsequent research has noted that the teaching and learning of L2 sound/spelling links is a “slow business” (Cable et al., 2010; Erler & Macaro, 2011) and that learned links are unreliable in novel contexts (e.g. unknown words) (Woore, 2007).This paper presents findings from a 7 month action research study exploring the development of L2 literacy in two English primary schools with 45 beginner learners of French aged 9-11. The teaching intervention was designed around a combination of explicit phonics instruction, language awareness raising and meaning based activities. Second language instruction was delivered once weekly in 50 minute sessions - a familiar format for many English state primary schools. The literacy component of the intervention focused weekly on either systematic phonics work or meaning-related, text-based activities. Learner attainment was tracked through a mix of classroom-based observations and formal tests. The analysis of quantitative and qualitative data will track and explore the effects of the intervention on the development of specific L2 sound/spelling correspondences.<br/
Investigating the role of the L1 in the primary MFL classroom
No full textMFL teaching practice in English schools often presents spoken word forms first (Jones & Coffey, 2006: 46, 50), literacy remains underdeveloped in primary and secondary school Modern Foreign Languages (MFL) programmes (Cable et al., 2010; Ofsted, 2011) and there can be a “tacit assumption” that MFL literacy will develop without explicit instruction (Woore, 2007: 175-176). Instead, this paper proposes that MFL literacy requires systematic attention, elevating the written word to the same status as the spoken form. A principled pedagogy was developed which gave the written word equal status to its spoken counterpart and acknowledged a potential role for L1 literacy skills, even in beginner L2 learners (Koda, 2008). This paper presents findings from a 10 month action research study exploring the teaching and learning of MFL literacy in two English primary schools with 45 beginner learners of French aged 9-11. Whilst existing pedagogical advice often tends to favour the acquisition of oral forms first (Jones & Coffey, 2006: 46, 50), this teaching intervention proposed that print and sound can be developed simultaneously with beginner learners and adopted an integrated, systematic approach to L2 literacy. Learner attainment was tracked through a mix of weekly classroom-based observations and formal tests. Findings support the idea that L1 literacy is an ongoing influence in L2 literacy development playing both a facilitative and competitive role which should be harnessed and challenged rather than feared<br/
Assessment for learning in primary FL classrooms
No full textForeign language (FL) learning for younger learners, in instructional settings, is an international phenomenon and classroom-based assessment is often implied in primary curricula which conform to an objectives model of learning, privileging precise skill measurement and, in some contexts, formal reporting of outcomes (Shepard, 2000).However, classroom-based, formative assessment of FLs in younger learner contexts is problematic. A dearth of empirical evidence relating to early, limited input FL settings means that FL policy (and therefore attainment objectives) are formulated with “limited knowledge and understanding of teaching practices in the field of young learners” (Copland & Garton, 2014; Garton, Copland & Burns, 2011: 1). This is evident, for example, in England where the National Curriculum (2014) recommends targets grounded in a four skills model (speaking, listening, reading and writing) which are not informed by any evidence concerning whether these might be achievable in the time available.This paper will discuss how teachers, practising in primary school FL classrooms, might develop practical and practicable formative assessment tools. Whilst this study concerned the teaching and learning of French in English primary schools (learners aged 9-11 years; n=45), it nevertheless provides some evidence of short-term linguistic outcomes and classroom-based assessment in early language learning settings. Findings have the potential to contribute to the exploration of delivering classroom-based, formative language assessment in a range of FL primary school settings. <br/
An early start to foreign language literacy in English primary school classrooms
No full textThis study investigated the systematic and principled teaching of foreign language (FL) literacy in two young learner classrooms in England. Over the course of 23 weeks, two classes of 9–11 year olds (N = 45) learned spoken and written language through an integrated pedagogy. The underpinning rationale was to explore principled ways of teaching FL literacy to young beginner learners. The study also set out to document the nature of linguistic progression and potential attrition in primary school foreign language classrooms through measuring a range of FL outcomes: receptive vocabulary and elicited imitation (general proficiency); reading aloud and reading comprehension (literacy). It was found that 45 the participants made slow but statistically significant and long-term progress, the latter evidenced by limited attrition, across both FL general proficiency and FL literacy constructs. Qualitative data showed that children enjoyed aspects of literacy instruction and opportunities to experiment with FL use. Findings have the potential to inform young FL learning empirical and pedagogic evidence, particularly relating to the teaching and learning of FL literacy in primary school settings
A helping hand with language learning: teaching French vocabulary with gesture
No full textFinding ways to make language teaching practices both active and effective is of great importance for young learners. However, extending the foreign language production of young learners in instructional settings beyond the naming of objects is often challenging. The memorisation abilities of very young learners (children aged 5–7) sometimes appear limited and attrition is a major issue, given the once-weekly teaching sessions which are a common model for UK primary modern foreign language instruction. This study explored the effectiveness of gestures, as a form of elaborated encoding for young learners, in aiding target language memorisation and slowing attrition through the implementation of a strict teaching protocol and a bespoke pedagogical tool. Findings show significant advantage for short-term retention of a story told with both gestures and pictures when compared with a story told with pictures only. Delayed post-test scores for the gestured story demonstrate a greater rate of attrition from a higher initial mean score than the non-gestured story. This study will therefore assert that gestures boost memorisation due to retrieval cues and richer memory traces. However, it will also note that, when considering longer-term retention, a higher rate of attrition for the gestured story shows that a richer trace alone is not enough. In other words, whilst elaborated processing enhances memorisation, even richer traces need refreshing through repetition and retrieval practic
Reconceptualising the primary MFL "Diet": an early start to French literacy
No full textThe future of UK primary MFL has inevitably involved debates surrounding the potential for progression (e.g. Burstall, Jamieson, Cohen & Hargreaves, 1974; Hawkins, 1981). Recent research has questioned the nature of the primary MFL “diet”, noting a need for age appropriate curricula and pedagogy (Macaro & Mutton, 2009: 165-166). These concerns continue to resonate now that official guidance has made primary MFL statutory and calls for “substantive progress” in one language including the development of reading and writing (DfE, 2013). Issues relating to age-appropriate pedagogy are further problematized by long-standing calls from research for a refinement of contemporary MFL pedagogical approaches across both primary and secondary schools, particularly with respect to MFL literacy (Cable et al., 2010; Erler, 2003; Ofsted, 2011; Woore, 2007, 2010). This talk will present findings from a principled and holistic primary teaching intervention (n=45) which systematically and simultaneously developed both MFL oracy and literacy. The effects of the intervention will be evaluated alongside evidence portraying the development of MFL literacy and oracy in primary school settings. A reconceptualisation of the primary school “diet”, aligned with NC attainment targets, will be proposed through the lens of the mixed-ability classroom. This will offer a direct challenge to current, oracy-first/focused practice; suggesting instead that an integrated approach contributes to progression, learner autonomy and independence in the classroom.<br/
Primary languages evidence DELTEA and PiPL: Report of project findings published for the Department for Education (on request)
No full textBreaking theory: challenging the audiolingual legacy in English primary FL classrooms
No full textDespite prominence for reading and writing in MFL curricula, recent evidence has noted that both remain under-developed in both primary and secondary school MFL programmes (Cable et al., 2010; Ofsted, 2011) with literacy activities often used as consolidation of oral skills (Jones & Coffey, 2006: 46, 50). This speech-first premise is an inheritance from audio-lingual approaches and its theoretical understanding that “speech is language” (Richards & Rodgers, 2001: 55). As the development of MFL literacy is believed to underpin languages uptake, research-based solutions to improve its teaching are deemed crucial (Macaro & Erler, 2008; Macaro & Mutton, 2009: 117). This paper presents findings from a 10 month action research, mixed-methods study which challenged the “speech-first legacy” through a principled pedagogy involving French oracy and literacy in two English primary schools (n=45). Learner attainment and progression was tracked through a mix of weekly classroom-based observations and formal tests. Findings support the premise that beginner-level FL literacy and oracy can be developed simultaneously.<br/
Sound and print: an integrated approach to the development of L2 literacy in young, beginner learners
No full textEnglish education policy and curricula promote literacy as an integral part of second language learning; yet recent evidence notes that reading and writing remains undeveloped in primary school MFL programmes (Cable et al., 2010; OFSTED, 2011). Current pedagogic approaches to MFL literacy are problematic concerning programme content (Macaro & Mutton, 2009: 167); the nature of classroom literacy activities (OFSTED, 2011) and current levels of foreign language literacy achievement (Erler, 2004; Macaro & Erler, 2008; Woore, 2009: 3).This paper presents findings from a 7 month action research study exploring the development of L2 literacy in two English primary schools with 45 beginner learners of French aged 9-11. The teaching intervention was designed based on the premise that print and sound can be developed together, right from the start, through a combination of explicit phonics instruction, language awareness raising and meaning based activities. Second language instruction was delivered once weekly in 50 minute sessions - a familiar format for many English state primary schools. Learner attainment was tracked through a mix of classroom-based observations and formal tests. The analysis of quantitative and qualitative data will explore the effects of the intervention on aspects of L2 proficiency and present a holistic view of L2 literacy development. <br/
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