An early start to French literacy: learning the spoken and written word simultaneously in English primary schools
An early start to French literacy: learning the spoken and written word simultaneously in English primary schools
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.
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
13 June 2014
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Porter, Alison
(2014)
An early start to French literacy: learning the spoken and written word simultaneously in English primary schools.
International Conference on Early Language Learning, Umeå, Sweden.
13 Jun 2014.
Record type:
Conference or Workshop Item
(Paper)
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.
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Published date: 13 June 2014
Venue - Dates:
International Conference on Early Language Learning, Umeå, Sweden, 2014-06-13 - 2014-06-13
Organisations:
Modern Languages
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Local EPrints ID: 381625
URI: http://eprints.soton.ac.uk/id/eprint/381625
PURE UUID: 4f47e61d-dbbc-4231-b7c3-bf5e4e0c5186
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Date deposited: 08 Oct 2015 11:31
Last modified: 23 Jul 2022 02:03
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