1 |
An early start to foreign language literacy in English primary school classrooms
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Exploring roles for formative assessment in primary FL classrooms: looking through a primary FL classroom window
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Verbal working memory and foreign language learning in English primary schools:: Implications for teaching and learning
|
|
|
|
BASE
|
|
Show details
|
|
4 |
A helping hand with language learning: teaching French vocabulary with gesture
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Investigating the role of the L1 in the primary MFL classroom
|
|
|
|
Abstract:
MFL teaching practice in English schools often presents spoken word forms first (Jones & Coffey, 2006: 46, 50), literacy remains underdeveloped in primary and secondary school Modern Foreign Languages (MFL) programmes (Cable et al., 2010; Ofsted, 2011) and there can be a “tacit assumption” that MFL literacy will develop without explicit instruction (Woore, 2007: 175-176). Instead, this paper proposes that MFL literacy requires systematic attention, elevating the written word to the same status as the spoken form. A principled pedagogy was developed which gave the written word equal status to its spoken counterpart and acknowledged a potential role for L1 literacy skills, even in beginner L2 learners (Koda, 2008). This paper presents findings from a 10 month action research study exploring the teaching and learning of MFL literacy in two English primary schools with 45 beginner learners of French aged 9-11. Whilst existing pedagogical advice often tends to favour the acquisition of oral forms first (Jones & Coffey, 2006: 46, 50), this teaching intervention proposed that print and sound can be developed simultaneously with beginner learners and adopted an integrated, systematic approach to L2 literacy. Learner attainment was tracked through a mix of weekly classroom-based observations and formal tests. Findings support the idea that L1 literacy is an ongoing influence in L2 literacy development playing both a facilitative and competitive role which should be harnessed and challenged rather than feared
|
|
URL: https://eprints.soton.ac.uk/381619/
|
|
BASE
|
|
Hide details
|
|
6 |
Breaking theory: challenging the audiolingual legacy in English primary FL classrooms
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Reconceptualising the primary MFL "Diet": an early start to French literacy
|
|
|
|
BASE
|
|
Show details
|
|
9 |
An early start to French literacy: learning the spoken and written word simultaneously in English primary schools Volume 1 of 2
|
|
|
|
BASE
|
|
Show details
|
|
10 |
An early start to French literacy: learning the spoken and written word simultaneously in English primary schools
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Teaching and learning the spoken and written word simultaneously in mixed-ability, English primary school classrooms
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Sound and print: an integrated approach to the development of L2 literacy in young, beginner learners
|
|
|
|
BASE
|
|
Show details
|
|
13 |
L2 phonics instruction and the development of L2 sound/spelling links in primary school learners
|
|
|
|
BASE
|
|
Show details
|
|
|
|