Language learning at Key Stage 2: findings from a longitudinal study

Cable, Carrie; Driscoll, P.; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernardette; Martin, Cynthia; Heins, Barbara

doi:10.1080/03004279.2012.691371

Cited by 21 publications

(41 citation statements)

References 11 publications

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“…Although the data suggest that teachers perceive MFL as a subject that requires alternative pedagogical tools when compared to other lessons, it may be that a lack of guidance and certainty as to what constitutes appropriate pedagogy for primary MFL (Macaro and Mutton 2009) is the real issue; with clearer guidance being called for at a national level (Cable et al 2010). However confidence in teaching MFL can be improved if it is planned for as robustly and cohesively as other subjects.…”

Section: The Teaching Of Mfl In Primary Schoolsmentioning

confidence: 98%

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

Finch

Theakston

Serratrice

2018

The Language Learning Journal

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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.

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Section: The Teaching Of Mfl In Primary Schoolsmentioning

confidence: 98%

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

Finch

Theakston

Serratrice

2018

The Language Learning Journal

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“…This is perhaps unsurprising as these are classroom scenarios that primary teachers are likely to be more familiar with (Cable et al, 2010).…”

Section: Linguistic Competence and Language Awarenessmentioning

confidence: 99%

“…preparation for the school trip to France; and staff members' linguistic competence (see Cable et al (2010) for wide-scale corroboration of these rationales).…”

Section: Participantsmentioning

confidence: 99%

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Teachers’ views on recognising and using home languages in predominantly monolingual primary schools

Bailey

Marsden

2017

Language and Education

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“…However, French was by far the most dominant language in the Pathfinders, as continues to be the case today (Wade and Marshall 2009;Cable et al 2010). The evolving primary language curriculum was largely topic-based, with an emphasis on enjoyment through speaking and listening.…”

Section: Findings and Discussionmentioning

confidence: 97%

Pupils' perceptions of foreign language learning in the primary school – findings from the Key Stage 2 Language Learning Pathfinder evaluation

Martin

2012

Education 3-13

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This article presents findings on pupil attitudes towards learning foreign languages in Key Stage 2 (ages 7-11) in primary schools in England. As a consequence of the National Languages Strategy, the University of Warwick was commissioned by the then Department for Education and Skills to undertake an evaluation between 2003 and 2005 of 19 Pathfinder local authorities which were piloting language learning at Key Stage 2. As part of this investigation of developing primary language practice, a total of 319 pupils in 41 case study schools were interviewed. Findings indicate that, despite the majority of children interviewed being positive about their initial language learning experience, as time went on the need for differentiation and challenge emerged. Furthermore, a number of pupils would have welcomed feedback about their own progress. These are all aspects of early language learning which continue to merit attention, as shown by more recent studies such as by C. Cable and colleagues.

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Language learning at Key Stage 2: findings from a longitudinal study

Cited by 21 publications

References 11 publications

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

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

Teachers’ views on recognising and using home languages in predominantly monolingual primary schools

Pupils' perceptions of foreign language learning in the primary school – findings from the Key Stage 2 Language Learning Pathfinder evaluation

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