Sound and print: an integrated approach to the development of L2 literacy in young, beginner learners

Porter, Alison (2013) Sound and print: an integrated approach to the development of L2 literacy in young, beginner learners. 5th AILA-Europe Junior Researcher Meeting, Dublin, Ireland.

Record type: Conference or Workshop Item (Paper)

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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