Regio Project

1. Regio Project A Brief Literature Review March 2014

2. Contents • Content and Language Integrated Learning (CLIL) • Modern Foreign Language (MFL) Pedagogy in the UK • Motivation and Transition • iPads Pedagogy

3. A quick reference to the UK’s education system Primary School Secondary School

4. Content and Language Integrated Learning (CLIL) • CLIL not clearly defined in Europe, thus effectiveness difficult to measure (Cenoz 2013) • CLIL contexts are important to assess effectiveness: policy, teachers’ training, age of implementation & extracurricular exposure to target language (Sylvén 2013, Cenoz 2013). • CLIL in Spain has increased greatly in the last decade, with some regional differences. It also has a large and early implementation. However, evidence suggests that extracurricular exposure is limited (Sylvén 2013).

5. Content and Language Integrated Learning (CLIL) • Aims need to be clear before implementation: • Aim: functional bilingual: early introduction • Aim: acquire subject specific proficiency: later introduction • Language only-lessons offer low cognitive challenges, CLIL increase meta cognitive skills (Hunt 2012) • CLIL promotes linguistic competence, cognitive development & thinking skills(Marsh & Langé 2002)

6. Content and Language Integrated Learning (CLIL) • Recommendations: • Solid empirical research needed • Europe needs to research effects and features instead of reporting benefits (Perez-Cañado 2012) • Methodological flaws are common (Perez-Cañado 2012) • Longitudinal studies needed (Perez-Cañado 2012)

7. Modern Foreign Language (MFL) Pedagogy in the UK A brief history of policy? • 1990s: National curriculum: Languages for all in KS3 & KS4 • 2000S: A National Languages Strategy: • 2002: end of languages for all • 2003: KS3 MFL Framework (MFL removed at KS4) • 2005: KS2 Framework for languages • 2007: Revised National Curriculum • 2009: KS3 Framework for languages • 2014: National Curriculum revised: Foreign languages compulsory in primary school.

8. New National Curriculum in England: languages programmes of study • In 2014 languages in primary schools became compulsory (KS2, ages 7-11) • Options:

9. Points of discussion • Lack of staff expertise • Lack of consistency in FL provision in primary schools • No assessment tools in place • Lack of resources/budget cuts • Curriculum does not place enough emphasis on developing children’s cultural understanding • Options are not necessarily relevant for UK’s context: there are other languages that are greatly spoken in the UK: Arabic, Russian, Somali • Pros: greater collaboration among schools can ease pupils’ transition from KS2 to KS3

10. In conclusion • CLIL needs more empirical research avoiding methodological flaws. • Spain is an interesting case study to assess CLIL because of history of implementation. • It is important for pupils that MFL classes are enjoyable (Evans & Fisher 2009). • In England, there is a lack of consistency in FL provision in primary schools and challenges in progression in Year 7 groups (Evans & Fisher 2009). • Use of ICT was reported to be a key driver for improving quality of language teaching and learning, as well as interactivity (Evans & Fisher 2009).

11. 3. Motivation and Transition What is motivation to learn L2? • differentoverlappingfactorssuch as interest, curiosity, ordesire to achieve. • differs in differentsituations and circumstances • subject to variousexternalinfluencessuch as parents, teachers, peersand exams.

12. 3. Motivation in foreign and second language learning • Learning a foreignlanguageimplies a social venture. Languagebelongs to a person’swhole social being; itis a part of one’sidentity, and isused to conveythisidentity to otherpeople. • Itinvolvesanalteration in self-image, theadoption of new social and cultural behaviours and ways of being, and has a significantimpactonthe social nature of thelearner. • Learning a secondlanguageislearning to be another social person. It’sacquiringtheskill and behaviorpatternswhich are characteristic of anothercommunity.

13. Gardner’s socio-educational model of language learning motivation • This model incorporates the learner’s cultural beliefs, their attitudes towards the learning situation, their integrativeness, and their motivation. • Defines motivation as the combination of effort plus “the desire to learn a language, the motivation intensity, and attitudes towards learning such language”. • Other factors, such as attitude towards the learning situation and integrativeness can influence these attributes

14. Reasons for learning another language • Instrumental Orientation: the reason to learn a language lies on external goals such as passing exams, financial rewards, a career or gaining promotion. • Integrative Orientation: the reason to learn a language lies on the wish to identify with the culture of speakers of that language.

15. Dörnyei’s model: levels • Thelanguagelevelencompassesvariousorientations and motives related to aspects of thesecondlanguage. Thesewillinfluencethegoalslearners set and thechoicestheymake. • Dörney’slearnerlevelinvolves individual characteristicsthatthelearnerbrings to thelearningtask. • Thesituationlevelisrelated to thecourse, theteacher, and thegroupdynamics.

16. A social-constuctivist view of motivation • A constructivistview of motivation centres aroundthepremisethateach individual ismotivateddifferently. • Peoplewillmaketheirownsense of variousexternalinfuencesthatsurroundthem in waysthat are personal to them, and theywillactontheirinternaldisposition and use their personal attibutes in uniqueways. • Whatmotivatesoneperson to learn a foreignlanguage and keepsgoingwilldifferfrom individual to individual. • Anindividual’smotivationissubject to social and contextual influences. Thesewillincludethewhole culture and context and the social situation, as well as significantotherpeople and theindividual’sinteractionswiththesepeople

17. Internal and External • Intrinsic interest of activity • Perceived value of the activity • Sense of agency • Mastery • Self-concept • Attitudes • Affective states • Developemental stage • Gender • Significantothers • Nature of interactionwithsignificantothers • Learning environment • Broadercontent

18. The role of significant others • Thepersonalityornature of thepersonintroducingtheacitivity. • Theway in whichthepersonpresentstheactivity and workswiththelearnerduringthecompletion of thatactivity. • Theattitudesvoiced (and displayed) byfriends, families, media figures

19. Suggestions for language teachers: • Build up individuals’ beliefs in themselves • Develop internal beliefs • Help to move towards a mastery oriented style • Enhance intrinsic motivation • Build up a supporting learning environment • Give feedback that is informational. • Recognise the complexity of emotion • Be aware of both initiating and sustaining motivation • Discuss with learners why they are carrying out activities • Involve learners in making decisions related to learning the language • Involve learners in language learning goals • Regonise people as individuals

20. 4. The use of iPads in the classroom: Pedagogy and motivation ‘It appears that one-to-one Tablets offer a sense of inclusion that allow children, irrespective of socio-economic status or level of attainment, an opportunity to thrive through a new pedagogical model of pupil-led learning’. Dr Barbie Clarke, Siv Svanaes, 2012

21. The introduction of iPads Three main issues: • Technical • Pedagogical • Management

22. Data taken form Paul Heinrich, Longfield Academy, Kent

23. Data taken form Paul Heinrich, Longfield Academy, Kent

24. The Evolution of Pedagogical Approaches A movement away from traditional pedagogy toward exploring wider concepts and ideas. • Digital Capital. • Student led. • Learning outside the classroom. • Shifts in modes of assessment.

25. What does the use of the iPad mean for the learner? • Motivation. • Quality and standard of work. • Collaborative learning. • Re-inforcement. • Accessability. Supports: • Creativity. • Research. • Critical thinking. • Problem solving. • Decision making.

26. Data taken form Paul Heinrich, Longfield Academy, Kent

27. Data taken form Paul Heinrich, Longfield Academy, Kent

28. Technical considerations • Effective project management is crucial. • Requires a high quality of cable and wireless networking. • Licensing issues. • Technical and repair issues. • ‘ileaders’

29. Future Questions • Does it have to be the iPad? • Ownership or lease? • One iPad per child?

30. Key Research Findings: • Language is acquired most successfully when it is learned for communication purposes in meaningful and significant social situations. • Technology offers real benefits in the development of intercultural understanding, increases motivation and has interesting implications for language learning processes. • IPads enable students to be effective contributors. • Students, teachers and parents unanimously identified enjoyment and motivation as the most compelling benefits of the iPad.

31. References • Statutory Guidance: National curriculum England: languages programmes of study. Available at https://www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-study • British Council: The Education systems of England, Wales, Scotland & Northern Ireland. Available at http://www.britishcouncil.org/flasonline-uk-education-system.pdf. • Jasone Cenoz (2013) Discussion: towards an educational perspective in CLIL language policy and pedagogical practice, International Journal of Bilingual Education and Bilingualism, 16:3, 389-394. • Evans M. & L. Fisher (2009) Language Learning at KS 3: The impact of the KS3 MFL Framework and changes to the curriculum of provision and practice. University of Cambridge Faculty of Education. • Hunt, Marilyn (2011) Learners’ perceptions of their experiences of learning subject content through a foreign language, Educational Review 63: 365-378. • Pérez-Cañado, M.L. (2012) CLIL research in Europe: past, present,and future, International Journal of Bilingual Education and Bilingualism, 15:3, 315-341. • The Guardian. Languages in primary schools: getting ready for 2014. Rebecca Radcliffe. 15 May 2013. • Wade P., H. Marshall & S. O’Donnell (2009) Primary Modern Foreign Languages Longitudinal Survey of Implementation of National Entitlement to Language Learning at KS2. London. DCSF.

32. References • Sylvén, L.K (2013) CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe, International Journa of Bilingual Education and Bilingualism, 16:3, 301-320. • Ros Mitchell, Linguistics & Modern Foreign Languages in Schools. University of Southampton • Cambridge University Press. Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: • Dr Barbie Clarke, Siv Svanaes (2012) Tablets for Schools: One-to-one Tablets in Secondary Schools: An Evaluation Study Stage 1: 2011- 2012. • Kevin Burden, Paul Hopkins, Dr Trevor Male, Dr Stewart Martin, Christine Trala (2012) iPad Scotland Evaluation. Technology Enhanced Learning Group, Hull University. • Paul Heinrich. The iPad as a tool for education: A Study of the Introduction of ipads at Longfield Academy, Kent.

33. Thank you.