Languages learning at Key Stage 2: a longitudinal study

This is the final report of a 3 year longitudinal study of the teaching of French, German and Spanish at Key Stage 2, funded from 2006-2009 by the Department for Children Schools and Families. The report covers the attitudes of teachers and children towards languages; the organisation and administration of languages within primary schools; current practice in the teaching of languages; the development of children's intercultural understanding; children's attainment in target language oracy and literacy; and concludes with a discussion of the future sustainability of languages in the primary curriculum and steps needed to secure this

Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review

In this opinion piece we problematise foreign language (FL) learning curricula which are rigidly based on carefully sequenced input and constrained learning opportunities. Whilst an important component in language learning, language knowledge constitutes more than phonics vocabulary and grammar. Our stance is premised on the understanding that, whether novice or expert, an FL learner is not a “tabula rasa”. In other words, every learner will have existing linguistic, social and cultural knowledge and skills, as well as cognitive and developing metacognitive resources which have the potential to both support and frustrate the language learning process. This, in turn, problematises a structured approach to teaching and learning which rests on carefully sequenced input, constrained learning opportunities and minimal exposure to unfamiliar language. We propose that FL curricula should be centred around opportunities to actively communicate in the language, supported by rich and plentiful input. We suggest that, to foster emotional engagement and intrinsic motivation, young FL learners should engage with cultural artefacts and authentic content in the target language. In addition, learning activities which offer both challenge and enough scaffolding to experience success are likely to support self-efficacy which is linked to motivation

Supporting foreign languages in an Anglophone world: implementation challenges in English primary schools

Foreign language (FL) learning in English primary schools, statutory provision for most schools since 2014, has been characterised by distinct challenges. The first issue, peculiar to Anglophone settings, concerns how language learning is valued when ubiquitous English learning rationales of economic and social capital are unhelpful. Other challenges, shared globally, relate to provision and practice such as: the importance of progression, motivation, age-appropriate pedagogy and contextual factors. Successful policy implementation in England remains elusive and continues to be characterised by a lack of cohesion, coordination and forward planning. Provision and practice are problematic and linked to deficits in curriculum time, teacher linguistic expertise, planning and progression. This article will explore how both language and broader education policy in England have created conflicting forces for the sustainability of the foreign languages initiative in primary schools. It will examine how networks of researchers, teachers, educationalists and policy makers are supporting implementation through national and local education stakeholder engagement. Through collaboration and co-construction, research-informed practical suggestions are promoted, coupled with the development of solution-focused research agendas

How special are early birds? Foreign language teaching and learning

This volume honours the academic achievements and scholarship of Professor Florence Myles as a world-leading scholar in the fields of Second Language Acquisition (SLA) and French Linguistics, in particular for her work in corpus-based SLA and language policy in primary school education. In addition to reviews of the field (e.g., primary languages policy in the UK), the volume presents new research studies reflective of key theoretical and methodological issues in current SLA research, including theory-building, corpus-based investigations, studies of language development, as well as informing teacher professional development through research. Taken together, this edited book provides a wide-ranging and balanced account of Myles’s work and speaks to her influence on SLA research and primary languages policy. We invite readers to learn more about the fascinating research presented here as inspired by Florence’s dedication to field.&nbsp

How special are early birds? Foreign language teaching and learning

This volume honours the academic achievements and scholarship of Professor Florence Myles as a world-leading scholar in the fields of Second Language Acquisition (SLA) and French Linguistics, in particular for her work in corpus-based SLA and language policy in primary school education. In addition to reviews of the field (e.g., primary languages policy in the UK), the volume presents new research studies reflective of key theoretical and methodological issues in current SLA research, including theory-building, corpus-based investigations, studies of language development, as well as informing teacher professional development through research. Taken together, this edited book provides a wide-ranging and balanced account of Myles’s work and speaks to her influence on SLA research and primary languages policy. We invite readers to learn more about the fascinating research presented here as inspired by Florence’s dedication to field.&nbsp