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Language experiences, evaluations and emotions (3Es): Analysis of structural models of multilingual identity for language learners in schools in England ...
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Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England ...
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Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention ...
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Language Development and Social Integration of Students with English As An Additional Language
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation ...
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Strategy development and cross-linguistic transfer in foreign and first language writing ...
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
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Strategy development and cross-linguistic transfer in foreign and first language writing
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
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The role of individual differences in the development and transfer of writing strategies between foreign and first language classrooms ...
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Forbes, Karen. - : Apollo - University of Cambridge Repository, 2019
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The role of individual differences in the development and transfer of writing strategies between foreign and first language classrooms
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Forbes, Karen. - : Informa UK Limited, 2019. : Research Papers in Education, 2019
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Teaching for transfer between first and foreign language classroom contexts: developing a framework for a strategy-based, cross-curricular approach to writing pedagogy
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Forbes, Karen. - : Equinox Publishing, 2019. : https://journals.equinoxpub.com/index.php/WAP/article/view/34601, 2019. : Writing and Pedagogy, 2019
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Abstract:
Writing is a skill which is actively taught in both first (L1) and foreign language (FL) classrooms, yet surprisingly few cross-curricular links are made. This paper, aimed at both practitioners and researchers, presents a framework for designing and implementing a strategy-based, cross-curricular approach to writing pedagogy in schools. It firstly considers the factors which should be taken into account when designing such an intervention in both L1 and FL classrooms. It then outlines the key steps in the implementation of such a programme of strategy-based instruction. To exemplify this, the paper reports on data throughout from an empirical study involving a classroom intervention of explicit strategy-based instruction which was delivered firstly in the German FL classroom, and later also in the English classroom of a Year 9 (age 13-14) class in a secondary school in England. The aim was to help students to develop their writing strategies and to encourage transfer between languages. Findings suggest that while a programme of strategy-based instruction can improve strategy use and attainment in writing within a particular language context, effects are most powerful when there is collaboration between L1 and FL teachers. Evidence therefore calls for a multilingual approach to writing pedagogy. ; I am grateful to the ESRC for providing funding for the PhD study from which this paper is drawn.
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Keyword:
cross-curricular; first language; foreign language; language learning strategies; transfer; writing
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URL: https://www.repository.cam.ac.uk/handle/1810/280129 https://doi.org/10.17863/CAM.27494
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The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue
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The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills
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The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL ...
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