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An early start to foreign language literacy in English primary school classrooms
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Exploring roles for formative assessment in primary FL classrooms: looking through a primary FL classroom window
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Verbal working memory and foreign language learning in English primary schools:: Implications for teaching and learning
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A helping hand with language learning: teaching French vocabulary with gesture
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Investigating the role of the L1 in the primary MFL classroom
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Breaking theory: challenging the audiolingual legacy in English primary FL classrooms
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Reconceptualising the primary MFL "Diet": an early start to French literacy
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An early start to French literacy: learning the spoken and written word simultaneously in English primary schools Volume 1 of 2
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An early start to French literacy: learning the spoken and written word simultaneously in English primary schools
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Teaching and learning the spoken and written word simultaneously in mixed-ability, English primary school classrooms
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Sound and print: an integrated approach to the development of L2 literacy in young, beginner learners
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Abstract:
English education policy and curricula promote literacy as an integral part of second language learning; yet recent evidence notes that reading and writing remains undeveloped in primary school MFL programmes (Cable et al., 2010; OFSTED, 2011). Current pedagogic approaches to MFL literacy are problematic concerning programme content (Macaro & Mutton, 2009: 167); the nature of classroom literacy activities (OFSTED, 2011) and current levels of foreign language literacy achievement (Erler, 2004; Macaro & Erler, 2008; Woore, 2009: 3). 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 based on the premise that print and sound can be developed together, right from the start, through 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. Learner attainment was tracked through a mix of classroom-based observations and formal tests. The analysis of quantitative and qualitative data will explore the effects of the intervention on aspects of L2 proficiency and present a holistic view of L2 literacy development.
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URL: https://eprints.soton.ac.uk/381628/
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L2 phonics instruction and the development of L2 sound/spelling links in primary school learners
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