1 |
An early start to foreign language literacy in English primary school classrooms
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Exploring roles for formative assessment in primary FL classrooms: looking through a primary FL classroom window
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Verbal working memory and foreign language learning in English primary schools:: Implications for teaching and learning
|
|
|
|
BASE
|
|
Show details
|
|
4 |
A helping hand with language learning: teaching French vocabulary with gesture
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Investigating the role of the L1 in the primary MFL classroom
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Breaking theory: challenging the audiolingual legacy in English primary FL classrooms
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Reconceptualising the primary MFL "Diet": an early start to French literacy
|
|
|
|
BASE
|
|
Show details
|
|
9 |
An early start to French literacy: learning the spoken and written word simultaneously in English primary schools Volume 1 of 2
|
|
|
|
BASE
|
|
Show details
|
|
10 |
An early start to French literacy: learning the spoken and written word simultaneously in English primary schools
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Teaching and learning the spoken and written word simultaneously in mixed-ability, English primary school classrooms
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Sound and print: an integrated approach to the development of L2 literacy in young, beginner learners
|
|
|
|
BASE
|
|
Show details
|
|
13 |
L2 phonics instruction and the development of L2 sound/spelling links in primary school learners
|
|
|
|
Abstract:
English education policy and curricula promote literacy as an integral part of foreign language learning; yet recent evidence notes that reading and writing remains undeveloped in primary school MFL programmes (Cable et al., 2010; OFSTED, 2011). Concerns relating to current levels of foreign language literacy achievement in secondary schools led to calls for explicit and coherent decoding instruction (Erler, 2004; Woore, 2009: 3). However, subsequent research has noted that the teaching and learning of L2 sound/spelling links is a “slow business” (Cable et al., 2010; Erler & Macaro, 2011) and that learned links are unreliable in novel contexts (e.g. unknown words) (Woore, 2007). This paper presents findings from a 7 month action research study exploring the development of L2 literacy in two English primary schools with 45 beginner learners of French aged 9-11. The teaching intervention was designed around a combination of explicit phonics instruction, language awareness raising and meaning based activities. Second language instruction was delivered once weekly in 50 minute sessions - a familiar format for many English state primary schools. The literacy component of the intervention focused weekly on either systematic phonics work or meaning-related, text-based activities. Learner attainment was tracked through a mix of classroom-based observations and formal tests. The analysis of quantitative and qualitative data will track and explore the effects of the intervention on the development of specific L2 sound/spelling correspondences.
|
|
URL: https://eprints.soton.ac.uk/381627/
|
|
BASE
|
|
Hide details
|
|
|
|