4,157 research outputs found
Rethinking the purpose of language education
No full textIn the following opinion article Suzanne Graham and Alison Porter argue that primary language education needs a more meaningful and coherent rationale than it currently has. Their research offers suggestions for such a rationale, demonstrating that focusing on both linguistic skills and non-linguistic outcomes like creativity and empathy develops essential competencies for global citizenship, while potentially also solving some of the challenges of transition from primary to secondary education
sj-docx-1-cre-10.1177_02692155231189257 - Supplemental material for The use of home-based digital technology to support post-stroke upper limb rehabilitation: A scoping review
No full textSupplemental material, sj-docx-1-cre-10.1177_02692155231189257 for The use of home-based digital technology to support post-stroke upper limb rehabilitation:
A scoping review by Gdiom Gebreheat, Adele Goman and Alison Porter-Armstrong in Clinical Rehabilitation</p
sj-docx-2-cre-10.1177_02692155231189257 - Supplemental material for The use of home-based digital technology to support post-stroke upper limb rehabilitation: A scoping review
No full textSupplemental material, sj-docx-2-cre-10.1177_02692155231189257 for The use of home-based digital technology to support post-stroke upper limb rehabilitation:
A scoping review by Gdiom Gebreheat, Adele Goman and Alison Porter-Armstrong in Clinical Rehabilitation</p
sj-docx-3-cre-10.1177_02692155231189257 - Supplemental material for The use of home-based digital technology to support post-stroke upper limb rehabilitation: A scoping review
No full textSupplemental material, sj-docx-3-cre-10.1177_02692155231189257 for The use of home-based digital technology to support post-stroke upper limb rehabilitation:
A scoping review by Gdiom Gebreheat, Adele Goman and Alison Porter-Armstrong in Clinical Rehabilitation</p
On site 2 : Bruce Armstrong, Paul Boston, Alison Clouston, Susan Norrie
No full textOn site 2 : Bruce Armstrong, Paul Boston, Alison Clouston, Susan Norrie
Catalogue of exhibition held at the Centre for the Arts Gallery, Oct. 17-31, 1986.
Works by Bruce Armstrong, Paul Boston, Alison Clouston, Susan Norri
Learning French sound/spelling links in English primary school classrooms
No full textTwo classes (n=45) of 9-11 year old children in different English primary schools experienced weekly French phonics instruction as part of a 23-week foreign language (FL) learning programme. The underpinning rationale of the phonics instruction was that systematic and explicit FL phonics could contribute to the development of FL phonological decoding operationalised as reading aloud individual word cards. The study explored progression in learning French sound/spelling links over this period with data from a sub-sample (n=23) taken from both classes. Additional variables such as FL general proficiency and FL literacy, as well as L1 reading age, spelling age and teacher assessed literacy levels were collected to explore relationships with the development of French phonological decoding. This study found that French sound/spelling links developed slowly but showed significant gains between mid- and post-test and that learning appeared resistant to attrition evidenced by delayed post-test scores. Successful phonological decoders were likely to be successful FL learners generally and proficient in L1 literacy (160 words)
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/
- …
