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Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes

Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes
Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes
Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape
second language acquisition, Primary education, French as a second language
1457-9863
69-93
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Myles, Florence
ddf117d7-7e40-4d54-beda-abce3f88a169
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Myles, Florence
ddf117d7-7e40-4d54-beda-abce3f88a169

Mitchell, Rosamond and Myles, Florence (2019) Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes. Apples Journal of Applied Language Studies, 13 (1), 69-93.

Record type: Article

Abstract

Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape

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Accepted/In Press date: 23 January 2019
Published date: 2 March 2019
Keywords: second language acquisition, Primary education, French as a second language

Identifiers

Local EPrints ID: 428817
URI: https://eprints.soton.ac.uk/id/eprint/428817
ISSN: 1457-9863
PURE UUID: f1306c28-516a-48e6-ab68-5f6537d93c6b

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Date deposited: 11 Mar 2019 17:30
Last modified: 13 Mar 2019 17:30

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