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Language learning at Key Stage 2: findings from a longitudinal study

Language learning at Key Stage 2: findings from a longitudinal study
Language learning at Key Stage 2: findings from a longitudinal study
This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a sample of primary schools that had chosen to introduce language teaching ahead of the proposal that it should become part of statutory requirements. The research team examined the approaches and mechanisms these schools were using to develop and maintain language learning and teaching, teachers’ and children’s attitudes towards
language learning and children’s achievement in oracy and literacy, as well as considering the possible broader cross-curricular impact of language learning. This paper goes on to consider some of the implications for embedding language
learning and teaching in English primary schools.
0300-4279
363-378
Cable, C.
98dbf8d9-cd3e-40c4-8cd8-8cb5332f97ee
Driscoll, P.
f8a09660-5253-420a-aa4c-a6d5a9cd3a86
Mitchell, R.F.
de2eabed-7903-43fa-961a-c16f69fddd7e
Sing, S.
3b64ec77-0a9c-42f4-9c6f-c17b38f50659
Cremin, T.
f243d1ab-85e5-469d-b00a-d2c50c30ca78
Earl, J.
bc34aee6-ef74-4c50-b38c-052e2b415c82
Eyres, I.
6be141e2-0d80-43d5-9404-539b8c4b2672
Holmes, B.
4c80796f-2603-4fcd-bf13-d985cff33ec4
Martin, C.
7358ff19-212f-4019-91f0-3e2e2e263801
Heins, B.
8a04115a-671b-452f-983c-811006bfbc1e
Cable, C.
98dbf8d9-cd3e-40c4-8cd8-8cb5332f97ee
Driscoll, P.
f8a09660-5253-420a-aa4c-a6d5a9cd3a86
Mitchell, R.F.
de2eabed-7903-43fa-961a-c16f69fddd7e
Sing, S.
3b64ec77-0a9c-42f4-9c6f-c17b38f50659
Cremin, T.
f243d1ab-85e5-469d-b00a-d2c50c30ca78
Earl, J.
bc34aee6-ef74-4c50-b38c-052e2b415c82
Eyres, I.
6be141e2-0d80-43d5-9404-539b8c4b2672
Holmes, B.
4c80796f-2603-4fcd-bf13-d985cff33ec4
Martin, C.
7358ff19-212f-4019-91f0-3e2e2e263801
Heins, B.
8a04115a-671b-452f-983c-811006bfbc1e

Cable, C., Driscoll, P., Mitchell, R.F., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. (2012) Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13, 40 (4), 363-378. (doi:10.1080/03004279.2012.691371).

Record type: Article

Abstract

This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a sample of primary schools that had chosen to introduce language teaching ahead of the proposal that it should become part of statutory requirements. The research team examined the approaches and mechanisms these schools were using to develop and maintain language learning and teaching, teachers’ and children’s attitudes towards
language learning and children’s achievement in oracy and literacy, as well as considering the possible broader cross-curricular impact of language learning. This paper goes on to consider some of the implications for embedding language
learning and teaching in English primary schools.

Full text not available from this repository.

More information

Published date: 2012
Organisations: Modern Languages

Identifiers

Local EPrints ID: 349085
URI: https://eprints.soton.ac.uk/id/eprint/349085
ISSN: 0300-4279
PURE UUID: c647b317-a8a4-4c23-9048-5b2e6a4c5ec5

Catalogue record

Date deposited: 22 Feb 2013 15:30
Last modified: 16 Jul 2019 21:42

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