The University of Southampton
University of Southampton Institutional Repository

L2 phonics instruction and the development of L2 sound/spelling links in primary school learners

L2 phonics instruction and the development of L2 sound/spelling links in primary school learners
L2 phonics instruction and the development of L2 sound/spelling links in primary school learners
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.
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd

Porter, Alison (2013) L2 phonics instruction and the development of L2 sound/spelling links in primary school learners. BAAL 9th Teaching and Learning SIG, Twickenham, Richmond upon Thames, London Borough of, United Kingdom.

Record type: Conference or Workshop Item (Paper)

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.

This record has no associated files available for download.

More information

Published date: 4 July 2013
Venue - Dates: BAAL 9th Teaching and Learning SIG, Twickenham, Richmond upon Thames, London Borough of, United Kingdom, 2013-07-04
Organisations: Modern Languages

Identifiers

Local EPrints ID: 381627
URI: http://eprints.soton.ac.uk/id/eprint/381627
PURE UUID: a1d9bf50-234b-4d70-b222-e2d13e171a08
ORCID for Alison Porter: ORCID iD orcid.org/0000-0002-8462-1909

Catalogue record

Date deposited: 08 Oct 2015 13:49
Last modified: 23 Jul 2022 02:03

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×