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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 BASE Show 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 Abstract: English education policy and curricula promote reading and writing as an integral part of second language learning; yet recent evidence notes that literacy remains undeveloped in both primary and secondary school Modern Foreign Languages (MFL) programmes (Cable et al., 2010; OFSTED, 2011). Reports of limited foreign language literacy achievement (Erler, 2004; Macaro & Erler, 2008; Woore, 2009: 3) led to calls for research-based solutions and initiatives to improve the “parlous state” of foreign language learning in English schools (Macaro & Mutton, 2009: 117). This paper presents findings from a 10 month action research study exploring the teaching and learning of MFL literacy in two English primary schools with 45 beginner learners of French aged 9-11. The teaching intervention proposed that print and sound can be developed simultaneously with beginner learners and adopted an integrated, systematic approach to L2 literacy, combining explicit phonics instruction with meaning based activities. Learner attainment was tracked through a mix of weekly classroom-based observations and formal tests. Findings support the premise for an early start to FL literacy and offer an insight into the role of individual differences (L1 literacy, verbal working memory) in the development of FL proficiency. URL: https://eprints.soton.ac.uk/381625/ BASE Hide 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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