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An early start to foreign language literacy in English primary school classrooms

An early start to foreign language literacy in English primary school classrooms
An early start to foreign language literacy in English primary school classrooms
This study investigated the systematic and principled teaching of foreign language (FL) literacy in two young learner classrooms in England. Over the course of 23 weeks, two classes of 9–11 year olds (N = 45) learned spoken and written language through an integrated pedagogy. The underpinning rationale was to explore principled ways of teaching FL literacy to young beginner learners. The study also set out to document the nature of linguistic progression and potential attrition in primary school foreign language classrooms through measuring a range of FL outcomes: receptive vocabulary and elicited imitation (general proficiency); reading aloud and reading comprehension (literacy). It was found that 45 the participants made slow but statistically significant and long-term progress, the latter evidenced by limited attrition, across both FL general proficiency and FL literacy constructs. Qualitative data showed that children enjoyed aspects of literacy instruction and opportunities to experiment with FL use. Findings have the potential to inform young FL learning empirical and pedagogic evidence, particularly relating to the teaching and learning of FL literacy in primary school settings.
0957-1736
656-671
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd

Porter, Alison (2020) An early start to foreign language literacy in English primary school classrooms. Language Learning Journal, 48 (5), 656-671. (doi:10.1080/09571736.2019.1632918).

Record type: Article

Abstract

This study investigated the systematic and principled teaching of foreign language (FL) literacy in two young learner classrooms in England. Over the course of 23 weeks, two classes of 9–11 year olds (N = 45) learned spoken and written language through an integrated pedagogy. The underpinning rationale was to explore principled ways of teaching FL literacy to young beginner learners. The study also set out to document the nature of linguistic progression and potential attrition in primary school foreign language classrooms through measuring a range of FL outcomes: receptive vocabulary and elicited imitation (general proficiency); reading aloud and reading comprehension (literacy). It was found that 45 the participants made slow but statistically significant and long-term progress, the latter evidenced by limited attrition, across both FL general proficiency and FL literacy constructs. Qualitative data showed that children enjoyed aspects of literacy instruction and opportunities to experiment with FL use. Findings have the potential to inform young FL learning empirical and pedagogic evidence, particularly relating to the teaching and learning of FL literacy in primary school settings.

Text
FINAL_ANONYMISED_REVISE_AND_RESUBMIT_FL_literacy_in_English_primary_schools - Accepted Manuscript
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More information

Accepted/In Press date: 17 April 2019
e-pub ahead of print date: 9 July 2019
Published date: September 2020

Identifiers

Local EPrints ID: 431585
URI: http://eprints.soton.ac.uk/id/eprint/431585
ISSN: 0957-1736
PURE UUID: 70f9e4d5-6e76-401b-99d0-ae1d6bdac189
ORCID for Alison Porter: ORCID iD orcid.org/0000-0002-8462-1909

Catalogue record

Date deposited: 10 Jun 2019 16:30
Last modified: 26 Nov 2021 06:29

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