Primary Modern Languages: the impact of teaching approaches
This two-year longitudinal study investigated the progress and preparedness of young learners of French in England, as they moved from primary to secondary school. It explored which teaching approaches lead to better outcomes for learners, in terms of learners' knowledge of the underlying grammatical system and vocabulary of the language, as well as their 'readiness' for further study at secondary school level. Little is known from previous research about the relationship between the nature of language teaching in primary classrooms and learning outcomes.
Two different approaches to language teaching were investigated: an oracy-based approach (with a main focus on speaking and listening skills), and a literacy-based approach (which combines reading and writing development with oracy development). The study tracked a group of 250 learners from Year 5 of primary school (aged 9-10) until the end of Year 7 (the first year of secondary school). The researchers used questionnaire responses and classroom observations to evaluate the French teaching experienced by learners.
Details of the research methodology and data collection are included in Suzanne Graham's presentation on the researchers' website.
It is anticipated that the findings of the study will have important implications for curriculum design and policy in the primary languages field.
- Primary head teachers managing mediocre practitioners
- Non-native speakers of English: what are the effects on pupil performance?
- Out of school activities and the education gap
- Assessing and monitoring primary school children in South Africa
- Strategies for preparing pupils for Key Stage 2 maths tests
- Primary pupils' understanding of evolution and inheritance
- The impact of primary-secondary transition on students' wellbeing