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Angela McLachlan, University of Manchester Gee Macrory, Manchester Metropolitan University

Bringing Modern Languages into the Primary Classroom: Investigating Effective Practice in Teacher Education. Angela McLachlan, University of Manchester Gee Macrory, Manchester Metropolitan University University of Cardiff, 6-7 July 2006. Presentation Overview.

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Angela McLachlan, University of Manchester Gee Macrory, Manchester Metropolitan University

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  1. Bringing Modern Languages into the Primary Classroom: Investigating Effective Practice in Teacher Education Angela McLachlan, University of Manchester Gee Macrory, Manchester Metropolitan University University of Cardiff, 6-7 July 2006

  2. Presentation Overview • Languages in the primary curriculum: historical overview and current context • Research context and methodology • Preliminary findings and implications • Conclusions

  3. Languages in the primary curriculum: historical overview and current context • The Burstall Report (1974) • The National Languages Strategy • Entitlement to modern languages learning at Key Stage 2 (age 7-11)

  4. Research context, methodology and analysis • Mixed-method combining quantitative (survey) and qualitative (focus group & interviews) approaches • Numerical & thematic • Findings based on 2 focus groups, 101 Year 2 questionnaire responses & 7 interviews • Triangulation

  5. Findings (1): Perceptions of the National Languages Strategy in the Context of the Primary School • 86% had little or no knowledge of the Strategy before receiving their ML training • 85% believe that it is very important to understand the National Languages Strategy • equal numbers sure/unsure of the goals (50%) • 87% state that ML has little priority or status in the schools they have been placed in; 70% have yet to see any ML in schools • 60% do not understand what their future role in the provision of ML may be

  6. Implications • The goals of the Languages Strategy are not fully understood by trainees. • The majority of placement schools have yet to begin to plan for or implement ML in the curriculum

  7. Findings (2): Effectiveness of Campus-based Training (CBT) • 84% of trainees think there is a useful balance of theory and practice • 66% felt more confident in their ability to deliver at least some ML after CBT, and able in some way to support their placement schools in the provision of ML • 75% believe there is insufficient input on subject knowledge; 12% believe subject knowledge (ie language-specific input) is not relevant given the range of possible languages schools may deliver • 91% of trainees believed that further ML input should be available across the training curriculum, and not block-placed in options/specialisms

  8. Implications • There is an essential dilemma in the delivery of subject knowledge training in the context of the National Languages Strategy • This is an equal dilemma for trainees who may have the time and resources to upskill themselves • The overwhelming majority of trainees wish to continue with ML in their training programme

  9. Findings (3): Effectiveness of School-based Training (SBT) • 87% of trainees believe that CBT must be complemented by SBT though 80% claim SBT does not provide opportunity for them to plan for, or deliver, any ML provision • 56% believe that schools should be obliged to provide these opportunities, whilst 37% are undecided • 75% think that the HEI should intervene in the programme of SBT, and ensure that trainees have this opportunity • Currently 95% of trainees believe that the HEI does little to ensure that their SBT includes any ML input

  10. Implications • Many schools not yet in position to offer SBT • The relationship between HEIs and the schools in their training partnership needs to be reconsidered: • Dissemination of information to schools via link tutors • School-based activities in relation to ML

  11. Findings (4): Professional Attitudes of Trainees towards the Value and Place of ML in the Curriculum • 72% of trainees are keen to deliver some ML • 96% believe that learning languages is ‘useful’ • Only 17% believe that that language learning is nationally perceived as useful • 93% believe that the primary curriculum is enhanced by the inclusion of ML whilst only 5% believe that its inclusion detracts from the core subjects • 94% believe that teachers’ attitudes towards language learning impacts upon learner motivation • 74% are of the opinion that cultural awareness/intercultural understanding should be an integral part of a primary ML programme

  12. Implications • Disparity between trainees’ own views and their perceptions of wider context • Creating and maintaining positive attitudes amongst trainees is crucial

  13. Conclusions • There is a potential pool of enthusiastic and committed trainees • Responsibility of HEIs and schools partnerships jointly to harness this commitment • School placements need to take ML into account • Subject knowledge issues need to be addressed • National Languages Strategy requires further clarification and dissemination

  14. Contact details and further reading • Angela McLachlan: angela.mclachlan@manchester.ac.uk • Gee Macrory: g.macrory@mmu.ac.uk • Please see attached reading list

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