Learners’ perceptions of being identified as very able: Insights from Modern Foreign Languages and Physical Education

Graham, Suzanne; Macfadyen, Tony; Richards, Brian

doi:10.1080/00220272.2012.662525

Cited by 9 publications

(8 citation statements)

References 42 publications

(52 reference statements)

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“…Graham et al (2012) highlight the perceived difficulties of foreign language learning and that, in contrast, children consider physical education as more engaging and accessible. Both French and physical education are performative and visible in nature, involving public displays of learning.…”

Section: Context For the Studymentioning

confidence: 97%

Another platform and a changed context: Student experiences of developing spontaneous speaking in French through physical education

Lamb

King

2019

European Physical Education Review

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This study highlights a complementary partnership between physical education and foreign language learning, endorsing the potential of an applied learning context as an alternative pedagogical platform. A pedagogic model of Content and Language Integrated Learning (CLIL) within physical education was adopted to explore the capacity for improving students’ spontaneous speaking in French. The study’s motivation was the 2016 changes to England’s General Certificate of Secondary Education (GCSE) French specifications, which placed an increased emphasis on responding spontaneously in spoken French and sustaining communication in different situations. Students ( n = 42) aged 13–14, soon to embark on GCSE French, were introduced to a 10-week handball scheme of work that included learning associated key French vocabulary and students communicating with each other and the teacher in French. Adopting case study methodology, data collection included student questionnaires, individual teacher interviews and student focus groups, analysed using inductive analysis and constant comparison. The physical education CLIL platform provided a learning context that appeared to support student perceptions of increased motivation and reduced anxiety, with 60% of students reporting that speaking French during physical education increased their confidence in speaking French aloud. Findings suggest the importance of an applied learning environment that emphasises working as a group, encouraging a willingness to take risks in spontaneous speaking, and decreasing sensitivity to negative judgement. A physical education-located CLIL model appears to offer learning experiences within the skill-based traditions of physical education beyond ‘learning to move’, providing a context for ‘moving to learn’ as an investment towards embodied learning.

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Section: Context For the Studymentioning

confidence: 97%

Another platform and a changed context: Student experiences of developing spontaneous speaking in French through physical education

Lamb

King

2019

European Physical Education Review

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“…In addition, these carousel-style lessons provided greater peer support via cooperative and collaborative learning (Slavin 1999;Gillies 2007;Dansereau 2014), in addition to the support from the teacher as facilitator (Vygotsky 1962). Finally, some pupils perceived that the carousel-style lessons had boosted their confidence, which is important for an academic subject deemed as difficult by many pupils in England (Graham, MacFadyen and Richards 2012).…”

Section: Benefits To Pupil Learningmentioning

confidence: 99%

The carousel-style lesson: an effective intervention to enhance motivation and the learning of foreign languages at primary school

Owen

Thomas

2019

The Language Learning Journal

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Although there is a direct link between pupil motivation and successful learning of foreign languages (FL), there appears to be a real paucity of research regarding carousels of activities as a pedagogical intervention, although carousels may often be used in the teaching and learning of FL. Located within two Year 6 French classrooms in a primary school in England, this article explores carousel-style lessons to enhance motivation and FL learning. A case study methodology was implemented and data were collected via observations of pupils engaged in carousels of activities and via questionnaires of pupil perceptions. The subsequent findings demonstrate that carousel-style lessons offer a very effective pedagogical practice in enhancing pupils' FL learning; these lessons are pupil-centred and pupilled; they put pupils at the heart of their own learning and give them the locus of control of their learning; and they align well with motivational orientations, with a subsequent positive impact on pupil motivation and competence.

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“…These studies also frequently report that languages are perceived as difficult and pointless. Students at all stages of compulsory secondary schooling tend to have lower self‐efficacy in this subject than in other subjects (Graham, , , ; Graham, Macfadyen, & Richards, ), with boys enjoying the subjects even less than girls (e.g., Williams et al., ). Knowing that one may give up languages at age 14 (2004 policy change) has also impacted negatively on motivation for ages 11–14 (Evans & Fisher, ).…”

Section: Part I: Reviewmentioning

confidence: 99%

Contradictory Others and the Habitus of Languages: Surveying the L2 Motivation Landscape in the United Kingdom

Lanvers

2017

The Modern Language Journal

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Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014;Lo Bianco, 2014). This article offers a state-of-the-art review of UK research on second language (L2) learning motivation and attitude. The introduction is dedicated to a review of language education policy and numerical evidence on the decline in language learning. Part I reviews UK motivational literature under the headings Primary school; Secondary school; University and beyond; Teachers, parents, milieu. The evaluation of the literature reveals some striking lacunae, as well as a misfit between common explanations of the UK's language learning crisis and the social divide between those who choose to learn languages and those who do not. A motivation-in-context understanding of UK language learning needs to account for the many contradictory Other influences impacting on learner motivation. Therefore, Part II presents a new motivational model, based on Higgins's Self-Discrepancy Theory, a model which includes multifaceted Others as well as Own selves, including that of resistance/rebellion against Others.

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Learners’ perceptions of being identified as very able: Insights from Modern Foreign Languages and Physical Education

Cited by 9 publications

References 42 publications

Another platform and a changed context: Student experiences of developing spontaneous speaking in French through physical education

Another platform and a changed context: Student experiences of developing spontaneous speaking in French through physical education

The carousel-style lesson: an effective intervention to enhance motivation and the learning of foreign languages at primary school

Contradictory Others and the Habitus of Languages: Surveying the L2 Motivation Landscape in the United Kingdom

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