Training confident primary modern foreign language teachers in England: An investigation into preservice teachers’ perceptions of their subject knowledge

Woodgate-Jones, A.

doi:10.1016/j.tate.2006.10.008

Cited by 15 publications

(9 citation statements)

References 10 publications

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“…The Key Stage 2 languages programme of study only sets out broad skills that should be focused upon (DfE 2013), and therefore teachers rely on ready-made schemes of work or internal planning when choosing topics that are appropriate for their MFL classes. A third factor that affects the quality of MFL teaching is the worrying lack of confidence amongst existing primary teaching staff regarding the pedagogical demands of MFL (Barnes 2006;Woodgate-Jones 2008).…”

Section: Foreign Language Teaching In Primary Schoolsmentioning

confidence: 99%

“…To help address this issue, initial teacher training (ITT) centres across the UK began to offer an integrated MFL specialism into their courses (Woodgate-Jones 2008). For the one-year primary Post Graduate Certificate in Education (PGCE), this has involved an optional 4-week placement overseas in a country using the target language which is not available to existing teachers.…”

Section: Foreign Language Teaching In Primary Schoolsmentioning

confidence: 99%

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Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Finch

Theakston

Serratrice

2018

The Language Learning Journal

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The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used interpretative phenomenological analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semistructured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers' perceptions of English as an additional language (EAL) pupils' aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population.

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Section: Foreign Language Teaching In Primary Schoolsmentioning

confidence: 99%

Section: Foreign Language Teaching In Primary Schoolsmentioning

confidence: 99%

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Finch

Theakston

Serratrice

2018

The Language Learning Journal

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“…Ensuring teachers are confident and competent to deal with the specific needs of younger learners is obviously paramount (e.g. Nikolov & Djigunovic 2006: 251;Woodgate-Jones 2008). 9 Evaluating the 1960s project, Burstall et al (1974: 243) commented: 'It is cruelly naïve to cling to the belief that by introducing French at an early age, all children will begin their study of the language from an equal standpoint'.…”

Section: Resultsmentioning

confidence: 99%

“…Indeed, a feasibility study undertaken in 2000 (Qualifications and Curriculum Authority 2001) warns against introducing a national entitlement to foreign language tuition at Key Stage 2 without first ensuring that the resources and infrastructure are adequate to support it, including appropriate and effective training. Details of what that training should entail are outlined inMartin (2000) and evaluations of the current provision in UK teacher training institutions are reported inWoodgate-Jones (2008). The QCA report also flags the requirement for convincing evidence that material benefits ensue from starting tuition at the younger age.http://journals.cambridge.org Downloaded: 12 Apr 2012 IP address: 131.251.133.25…”

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confidence: 99%

The puzzle of language learning: From child's play to ‘linguaphobia’

Wray¹

2008

Lang. Teach.

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A new education policy for England, announced in Spring 2007, aims to introduce the learning of a foreign language to all children from the age of 8 by the year 2010. But there was a similar initiative in the 1960s and it didn't work then, so why should it now? This presentation explores the reasons underlying the belief that children can ‘naturally’ learn another language if they begin young enough, and considers reasons why classroom learning may not always tap into whatever natural language learning skills children have. Drawing on a range of previously published research and my own recent empirical studies, I suggest that, unless we are careful, our primary-age children will be flung into an adult-style learning approach, which they are too immature to handle. How, then, can young children's learning potential be exploited most effectively? The role of multiword sequences as a form of lexis is considered, making reference to my model of formulaic language processing e.g. Wray 2002. Consideration is given to how memorising useful wordstrings may assist children in developing a view of language knowledge that promotes effective learning.

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“…It is interesting to note that the specifi c subject matter, in this case, the English language, acts as a motivating factor for the teaching profession. Such a factor has been examined by Woodgate-Jones (2008), who investigated pre-service teachers' confi dence in their linguistic competence and intercultural understanding in the UK. Results indicated that a strong sense of intercultural linguistic competence produces a positive impact on motivation and professional practices.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring Perceptions of Curriculum Change in Initial English Language Teacher Education: A Case in Argentina

Banegas¹

2016

Estudios sobre Educación

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Training confident primary modern foreign language teachers in England: An investigation into preservice teachers’ perceptions of their subject knowledge

Cited by 15 publications

References 10 publications

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

The puzzle of language learning: From child's play to ‘linguaphobia’

Exploring Perceptions of Curriculum Change in Initial English Language Teacher Education: A Case in Argentina

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