Integrated language learning in the primary curriculum: investigating the impact of a language teaching intervention on teacher, trainee and pupil attitude and motivation: a case-study investigation.

This study researches the impact of integrated language learning upon the attitude and motivation of teachers, trainees and pupils in English primary schools. A tangible drive from National Government for development and success in the teaching and learning of languages in primary schools exists (DfES, 2002; DfES, 2005). Debate however continues as to the best way forward. Whilst a large body of international research indicates significant learning gains via integrated language learning (Snow,1989; Fernandez, 1992; Cummins,1998; Lyster, 2007) the same cannot be assumed for English primary schools. Although some anecdotal evidence exists (Cobb, 2008; Coyle, Holmes & King, 2009), research into languages integrated into the English primary curriculum remains scarce, making this study particularly relevant. Literature concerning the significance of attitude and motivation in language learning and the nature and benefits of integrated language learning is reviewed, before exploring the impact of a TDA funded integrated language learning intervention upon the attitude and motivation of participants: eight teachers, four trainees and pupils in four English primary classes. A case-study approach is adopted to illuminate this, with data collected via questionnaire, interview, observation and document analysis. Data analysis suggests ILL was implemented in a range of ways and that all approaches led to a significant increase in time for curriculum French. Different approaches however appeared to affect the attitude and motivation of different participants in different ways. Class teachers reported the biggest boost to motivation, whilst impact upon pupil motivation proved variable

Children's experience of foreign language learning in primary schooll

Since the statutory introduction of Foreign Languages in the Key Stage Two national curriculum in England (DfE, 2013), it has remained an outlier, with full implementation yet to be achieved. Whilst many countries have embraced early foreign language learning within their prescribed curricula, across England, national aims for foreign language learning (FLL) remain unfulfilled, despite having been expressed for many years. A substantial evidence base exists about what is taught and teachers’ perceptions of the new subject, however, little is known about how children themselves experience and respond to learning this new curriculum subject. This thesis seeks to address that gap. This longitudinal, ethnographic study explores children’s experiences of FLL across three schools in South-East England. It provides new insights into children’s FLL, revealing them as active agents of their own and others’ FLL, with much potential to yet tap into. Evidence suggests children took their FLL seriously. In the absence of specific instruction or recognition, children actively sought to make sense of the FL, drawing on their mother tongue and other knowledge. In seeking to make the best of their own, and other’s FLL, children scaffolded their FLL through a sub-culture of learning developed amongst themselves as a close, class community. This operated largely under the radar of teachers, who tended to focus on delivery and documenting content coverage within a broad climate of performativity. A disjointed experience for children was otherwise revealed, not just between settings but also within the same setting and class. Children’s FLL was found to be ‘othered’ and subject to practices that arguably neglected the relative merits of an earlier start to FLL. Evidence suggests academically able children and those from reportedly socio-economically advantaged backgrounds were conferred more time, continuity, and activities more suited to their abilities and wider experiences than others. Children’s experiences are understood through sociological lenses informed by Blumer’s (1969) symbolic interactionist theory and Margonis’ (2011) concept of ‘educational events’. Data is analysed in relation to a combination of Emirbayer & Mische’s (1998) concept of agency, Biesta’s (2010) three functions of education and Hargreaves’ (1994) ‘experiential coherence’. Data was gathered over a period of four years with findings emerging from an inductive process of analysis and reflectio

Simulation for competition of languages with an ageing sexual population

Recently, individual-based models originally used for biological purposes revealed interesting insights into processes of the competition of languages. Within this new field of population dynamics a model considering sexual populations with ageing is presented. The agents are situated on a lattice and each one speaks one of two languages or both. The stability and quantitative structure of an interface between two regions, initially speaking different languages, is studied. We find that individuals speaking both languages do not prefer any of these regions and have a different age structure than individuals speaking only one language.Comment: submitted to International Journal of Modern Physics

Ionization by bulk heating of electrons in capacitive radio frequency atmospheric pressure microplasmas

Electron heating and ionization dynamics in capacitively coupled radio frequency (RF) atmospheric pressure microplasmas operated in helium are investigated by Particle in Cell simulations and semi-analytical modeling. A strong heating of electrons and ionization in the plasma bulk due to high bulk electric fields are observed at distinct times within the RF period. Based on the model the electric field is identified to be a drift field caused by a low electrical conductivity due to the high electron-neutral collision frequency at atmospheric pressure. Thus, the ionization is mainly caused by ohmic heating in this "Omega-mode". The phase of strongest bulk electric field and ionization is affected by the driving voltage amplitude. At high amplitudes, the plasma density is high, so that the sheath impedance is comparable to the bulk resistance. Thus, voltage and current are about 45{\deg} out of phase and maximum ionization is observed during sheath expansion with local maxima at the sheath edges. At low driving voltages, the plasma density is low and the discharge becomes more resistive resulting in a smaller phase shift of about 4{\deg}. Thus, maximum ionization occurs later within the RF period with a maximum in the discharge center. Significant analogies to electronegative low pressure macroscopic discharges operated in the Drift-Ambipolar mode are found, where similar mechanisms induced by a high electronegativity instead of a high collision frequency have been identified

On the spin-isospin decomposition of nuclear symmetry energy

The decomposition of nuclear symmetry energy into spin and isospin components is discussed to elucidate the underlying properties of the NN bare interaction. This investigation was carried out in the framework of the Brueckner-Hartree-Fock theory of asymmetric nuclear matter with consistent two and three body forces. It is shown the interplay among the various two body channels in terms of isospin singlet and triplet components as well as spin singlet and triplet ones. The broad range of baryon densities enables to study the effects of three body force moving from low to high densities.Comment: 8 pages, 4 figure

Analysis of machining strategies for fiber reinforced plastics with regard to process force direction

AbstractMechanical machining of composites, especially the machining of holes for bolts or rivets, poses challenges due to the anisotropic material structure. Machining forces may damage the workpiece permanently. Chipping or delamination are severe damages, primarily occurring at the workpiece's surface layers. Prior research has shown that machining induced damages can be significantly reduced by using machining strategies, which aim at directing the resultant process force vectors toward the center of the workpiece. This article presents detailed analyses of two such machining strategies with regard to the process force direction. A combined process of circular and spiral milling as well as five-axial wobble milling is analyzed. The influences of process and workpiece parameters (feed, tool inclination, tool spiral angle, cutting edge radius) on the resultant machining force vector are determined

Averages of Fourier coefficients of Siegel modular forms and representation of binary quadratic forms by quadratic forms in four variables

Let $-d$ be a a negative discriminant and let $T$ vary over a set of representatives of the integral equivalence classes of integral binary quadratic forms of discriminant $-d$. We prove an asymptotic formula for $d \to \infty$ for the average over $T$ of the number of representations of $T$ by an integral positive definite quaternary quadratic form and obtain results on averages of Fourier coefficients of linear combinations of Siegel theta series. We also find an asymptotic bound from below on the number of binary forms of fixed discriminant $-d$ which are represented by a given quaternary form. In particular, we can show that for growing $d$ a positive proportion of the binary quadratic forms of discriminant $-d$ is represented by the given quaternary quadratic form.Comment: v5: Some typos correcte