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.

Abstract

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