Learning French sound/spelling links in English primary school classrooms
Learning French sound/spelling links in English primary school classrooms
Two classes (n=45) of 9-11 year old children in different English primary schools experienced weekly French phonics instruction as part of a 23-week foreign language (FL) learning programme. The underpinning rationale of the phonics instruction was that systematic and explicit FL phonics could contribute to the development of FL phonological decoding operationalised as reading aloud individual word cards. The study explored progression in learning French sound/spelling links over this period with data from a sub-sample (n=23) taken from both classes. Additional variables such as FL general proficiency and FL literacy, as well as L1 reading age, spelling age and teacher assessed literacy levels were collected to explore relationships with the development of French phonological decoding. This study found that French sound/spelling links developed slowly but showed significant gains between mid- and post-test and that learning appeared resistant to attrition evidenced by delayed post-test scores. Successful phonological decoders were likely to be successful FL learners generally and proficient in L1 literacy (160 words).
78-107
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
February 2020
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Porter, Alison
(2020)
Learning French sound/spelling links in English primary school classrooms.
EuroAmerican Journal of Applied Linguistics and Languages, 71 (1), .
(doi:10.21283/2376905X.11.187).
Abstract
Two classes (n=45) of 9-11 year old children in different English primary schools experienced weekly French phonics instruction as part of a 23-week foreign language (FL) learning programme. The underpinning rationale of the phonics instruction was that systematic and explicit FL phonics could contribute to the development of FL phonological decoding operationalised as reading aloud individual word cards. The study explored progression in learning French sound/spelling links over this period with data from a sub-sample (n=23) taken from both classes. Additional variables such as FL general proficiency and FL literacy, as well as L1 reading age, spelling age and teacher assessed literacy levels were collected to explore relationships with the development of French phonological decoding. This study found that French sound/spelling links developed slowly but showed significant gains between mid- and post-test and that learning appeared resistant to attrition evidenced by delayed post-test scores. Successful phonological decoders were likely to be successful FL learners generally and proficient in L1 literacy (160 words).
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FINAL Post Review & Edits FL Sound Spelling Links in Primary School Classrooms
- Accepted Manuscript
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Porter_7.1
- Version of Record
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Accepted/In Press date: 30 September 2019
e-pub ahead of print date: February 2020
Published date: February 2020
Identifiers
Local EPrints ID: 434876
URI: http://eprints.soton.ac.uk/id/eprint/434876
PURE UUID: 6beb47ff-b266-4052-a445-195fcdacde07
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Date deposited: 14 Oct 2019 16:31
Last modified: 16 Mar 2024 08:03
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