The perceived value of videoconferencing with primary pupils learning to speak a modern language

Phillips, Magdalen

doi:10.1080/09571731003790532

Cited by 12 publications

(9 citation statements)

References 8 publications

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“…Due to the innate mirror system in the human brain (Warren et al, 2006), pupils' signing of 'associated codes' learned while reproducing spoken functional sentences also induce their recall of those sounds, not only when the learner reenacts them, but also when seeing the teacher's enactment (Phillips, 2010). 'When sequences of neuromotor routines are repeated, their execution becomes more fluent' (Bybee, 2006, p715 …”

Section: Mirror Neuronsmentioning

confidence: 98%

“…Amongst several foundations considered 'crucial' for children's early language development, music (DfE, 2011, p39) can provide a 'language vehicle' (Phillips, 2010) to help memorisation of functional questions and answers.…”

Section: Storage Of Languagementioning

confidence: 99%

“…is a 'frame' of meaning which is invariable (and therefore easy to learn) to which different 'slots' can be added, thus 'I've got a dog' or 'I've got some sweets'. Songs can provide 'language vehicles' (Phillips, 2010) …”

Section: Usage-based Linguisticsmentioning

confidence: 99%

“…These stages, adapted to apply to language learning (Phillips, 2010), inform the learning materials' design and are discussed in section 3.2.…”

Section: Introductionmentioning

confidence: 99%

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The architecture of website-hosted multimedia materials for the assured inclusivity of primary languages learning

Phillips¹

2015

Language in Focus

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Primary languages (PLs) learning, now statutory in Britain, requires brief, frequent sessions to be effective. This necessarily involves the support of non-specialist class teachers. However, their lack of confidence suggests the need for inclusive learning materials for use in classroom sessions. Architecting learning materials for eventual hosting on a website drew on both theoretical principles and the findings of two previous empirical studies involving primary pupils and trainee teachers. Children's sensitivity to language phonology suggests focusing on oracy, rather than literacy skills. 'Alternative codes', gestures to support pupils' recall and production, designed in a previous study, were adapted within stages of experiential learning. French pronunciation was modeled to support teachers' confidence in supporting/delivering PL learning. An empirical trial of a further language modality avoided the challenges inherent in reading and writing French, and allowed pupils to manipulate language and produce it independently. The resultant architecture of website materials is discussed.

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Section: Mirror Neuronsmentioning

confidence: 98%

Section: Storage Of Languagementioning

confidence: 99%

Section: Usage-based Linguisticsmentioning

confidence: 99%

“…These stages, adapted to apply to language learning (Phillips, 2010), inform the learning materials' design and are discussed in section 3.2.…”

Section: Introductionmentioning

confidence: 99%

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The architecture of website-hosted multimedia materials for the assured inclusivity of primary languages learning

Phillips¹

2015

Language in Focus

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“…This study aims to identify issues, and potential outcomes of current practice, by drawing largely on the literature. Additionally, my experiences as PL and secondary school modern foreign languages (MFL) teacher, current university teacher training in PL, and researcher (Phillips, 2010(Phillips, , 2015 bring insider knowledge of both the actualities of PL practice and theoretical underpinnings. Current practice generally has low expectations of pupils' PL skills; it receives little attention from OfSTED, an inspecting body who produce public publications of schools' performance against certain standards.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2018

ijll

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She is a sociolinguist interested in how social settings enhance or inhibit bilingualism, and has been doing fieldwork in Japan, Canada, and Brazil. Her major English publications include Balancing L1 maintenance and L2 learning: Experiential narratives of Japanese immigrant families in Canada (In K. Kondo-Brown [Ed.], Heritage language development: Focus on East Asian immigrants, 2006) and Ethnolinguistic vitality among Japanese-Brazilians: Challenges and possibilities (co-authored with L. Matsubara Morales. Journal of Multilingual and Multicultural Development, 2016). She has also published extensively in Japanese in the domains of applied linguistics, teacher and multicultural education. Currently she is working on a government-funded five-year project that addresses the need for effective majority education in establishing a pluralistic nation. Courses she teaches address minority language education, language and power, sociocultural theory, and critical applied linguistics. She received her PhD in second language and multicultural education

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How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom?

Innes¹,

Huang

2021

Language Learning in Anglophone Countries

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The perceived value of videoconferencing with primary pupils learning to speak a modern language

Cited by 12 publications

References 8 publications

The architecture of website-hosted multimedia materials for the assured inclusivity of primary languages learning

The architecture of website-hosted multimedia materials for the assured inclusivity of primary languages learning

Untitled

How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom?

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