Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used Interpretative Phenomenological Analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semistructured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers’ perceptions of English as an Additional Language (EAL) pupils’ aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers, and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population

A report on the use of circle time in Wiltshire primary schools

Commissioned by the Wiltshire Local Education Authority and funded by The Body Shop FoundationAvailable from British Library Document Supply Centre-DSC:m00/31197 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Journeys into inner/outer space: reflections on the methodological challenges of negotiating insider/outsider status in international educational research

This article highlights key theoretical and methodological issues and implications of being an insider/outsider when undertaking qualitative research in international educational settings. It first address discourses of ‘self’ and ‘other’, noting that identity and belonging emerge from fluid engagement between researchers and participants. It considers the benefits and challenges of being an insider or outsider and question the traditional insider/outsider dichotomy. The role of ‘critical reflexivity’ in helping researchers conscientiously negotiate through ‘the space between’ is examined. The discussion is illustrated with examples from the authors’ research focusing on the opportunities, challenges and tensions experienced as insiders/outsiders. They argue that engaging in critical reflexivity is important for working towards ethical and credible research as it enables the researcher to consider and make transparent how their positionality impacts on the entire research process

Note critique : A World of Difference ? Comparing Learners Across Europe ? OSBORN M . ; BROADFOOT P . ; MC NESS E . ; PLANEL C . ; RAVN B . & TRIGGS P . Maidenhead : Open University Press, 2003 .– XIV - 282 p.

Note critique parue dans la Revue Française de Pédagogie, 153, octobre-décembre 200

Practical steps for using interdisciplinary educational research to enhance cultural awareness

International audienceThis article adds to the dialogue on multidisciplinary and interdisciplinary research, providing definitions and practical steps for using interdisciplinary educational research to enhance cultural awareness. Informed by a research study conducted by seven primary researchers situated in the U.K. and Kazakhstan, along with local partners, we sought to combine our varied disciplinary knowledge to examine the socio- educational topic of students’ well-being in post-Soviet Kazakhstan. Through integrating disciplinary perspectives in particular from psychology, anthropology and sociology into educational research for a longitudinal study (2015–2017), we found enhanced cultural awareness relating to an expanded level of trust and strengthened socio-linguistic translations. The article provides practical steps with key examples from the study to demonstrate our process of utilizing interdisciplinary educational research. Findings suggest the challenges and potential of utilizing these practical steps for facilitating the move from multidisciplinary to interdisciplinary educational research to enhance cultural awareness

Profissionalismo, gerencialismo e performatividade Professionalism, managerialism and performativity

O texto analisa a cultura de gestão e do desempenho como duas das principais tecnologias da reforma educacional que envolve a utilização calculada de técnicas e artefatos para organizar forças humanas e capacidades em redes de poder, as quais terminam por sonegar o espaço à constituição da identidade profissional dos professores como prática ético-cultural.<br>This paper analyzes managerialism and the culture of achievement as two of the main technologies in the educational reform that involve the planned use of techniques and artefacts to organize human forces and capacities into networks of power, which end up denying room for the constitution of teachers' identity as an ethic and cultural practice