Changing language mindsets about modern languages: a school intervention

Abstract

In the context of the UK language learning crisis, several studies have aimed to influence student attitude towards languages via school interventions, with mixed results. A six-session tacking diverse metalinguistic issues (e.g. cognitive benefits of language learning, world languages) was carried out in three secondary schools in England, using both whole-class and small-group teaching. The study included a hitherto unmet aim, that of changing mindsets in mixed-ability settings, including students with the most negative language mindsets. Pre-post differences reveal that beliefs about language learning improved more than self-efficacy. Inclination to continue modern foreign language (MFL) study improved more in those students initially most disinclined to continue. Given the well-known gender divide in MFL uptake, it was pleasing to note that the intervention showed greater effect on boys than girls. Qualitative and quantitative data suggest that the intervention might have had a small 'equalising' effect in gender differences, in that boys' self-efficacy improved more than girls'. The study concludes that the dual delivery (whole-class teaching and inschool mentoring, delivered by older students in the same school) offers a promising format, but that, in order to achieve greater effects, more contact time and more mentor preparation are needed.

Understanding University Students’ Experiences of Italian Language Study at Primary School and Reasons for Discontinuation Into Secondary Study in Australia

“…The adoption of a mixed-method approach is consistent with previous research (see e.g. Parrish, Lanvers, 2019;Lanvers, 2020; see also Dörnyei, Ushioda, 2011). The Likert items included in the survey reflected classroom-specific aspects identified in Dörnyei's (2019) recent conceptualization of the L2 learning experience, as well as causes for discontinuation previously identified in the literature (see section 2).…”

“…In light of our results, more work could be done to show the usefulness of language skills to students, perhaps through the implementation of visualisation activities in the classroom (see e.g. Amorati, 2020;Lanvers, 2020). Overall, educating students about the importance and utility of second languages in general (not just those deemed preferable) would combat some of the negative motivational influences which prevent students from seeing the value of language learning (including of Italian), besides a pure instrumentalist approach (see a discussion of this in relation to the university context in Kinoshita, Zhang, 2014).…”

Growth, Fixed, and Mixed Mindsets

“…These learners may present performance goals and anxiety in the classrooms similar to students with fixed mindsets. Given that mixed-mindset learners have relatively indistinct beliefs, they might be sensitive to situational cues that prime one or the other belief system (Lanvers, 2020; Molway & Mutton, 2020). Moreover, categorizing learners based on their mindsets can be dangerous if it leads educators to blame learners for poor performance (“you do not have a growth mindset”; Dweck, 2015).…”

Exploring pre-service language teachers’ mindsets using a sorting activity

“…Despite the growing interest in this topic, the research remains relatively imbalanced. Firstly, different subject domains are differently represented and the research on language learning, especially languages other than English, is relatively scant (for exceptions, see Lanvers 2020). Secondly, the majority of mindset studies have tended to focus on learners, with very little research examining the mindsets of teachers, either in-service or pre-service (for an exception, see Irie, Ryan, and Mercer 2018).…”