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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 An early start to foreign language literacy in English primary school classrooms Porter, Alison. - 2020 BASE Show details 2 Exploring roles for formative assessment in primary FL classrooms: looking through a primary FL classroom window Porter, Alison. - : Multilingual Matters, 2019 BASE Show details 3 Verbal working memory and foreign language learning in English primary schools:: Implications for teaching and learning Porter, Alison. - : Multilingual Matters, 2017 BASE Show details 4 A helping hand with language learning: teaching French vocabulary with gesture Porter, Alison. - 2016 BASE Show details 5 Investigating the role of the L1 in the primary MFL classroom Porter, Alison. - 2015 BASE Show details 6 Breaking theory: challenging the audiolingual legacy in English primary FL classrooms Porter, Alison. - 2015 Abstract: Despite prominence for reading and writing in MFL curricula, recent evidence has noted that both remain under-developed in both primary and secondary school MFL programmes (Cable et al., 2010; Ofsted, 2011) with literacy activities often used as consolidation of oral skills (Jones & Coffey, 2006: 46, 50). This speech-first premise is an inheritance from audio-lingual approaches and its theoretical understanding that “speech is language” (Richards & Rodgers, 2001: 55). As the development of MFL literacy is believed to underpin languages uptake, research-based solutions to improve its teaching are deemed crucial (Macaro & Erler, 2008; Macaro & Mutton, 2009: 117). This paper presents findings from a 10 month action research, mixed-methods study which challenged the “speech-first legacy” through a principled pedagogy involving French oracy and literacy in two English primary schools (n=45). Learner attainment and progression was tracked through a mix of weekly classroom-based observations and formal tests. Findings support the premise that beginner-level FL literacy and oracy can be developed simultaneously. URL: https://eprints.soton.ac.uk/381616/ BASE Hide details 7 Reconceptualising the primary MFL "Diet": an early start to French literacy Porter, Alison. - 2015 BASE Show details 8 Assessment for learning in primary FL classrooms Porter, Alison. - 2015 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 Porter, Alison. - 2014 BASE Show details 10 An early start to French literacy: learning the spoken and written word simultaneously in English primary schools Porter, Alison. - 2014 BASE Show details 11 Teaching and learning the spoken and written word simultaneously in mixed-ability, English primary school classrooms Porter, Alison. - 2014 BASE Show details 12 Sound and print: an integrated approach to the development of L2 literacy in young, beginner learners Porter, Alison. - 2013 BASE Show details 13 L2 phonics instruction and the development of L2 sound/spelling links in primary school learners Porter, Alison. - 2013 BASE Show details

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