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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 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 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

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