Presentation on theme: "Early Language Learning in Europe: a multinational, longitudinal study Data from the one year scoping study, including six countries Janet Enever London."— Presentation transcript:
1Early Language Learning in Europe: a multinational, longitudinal study Data from the one year scoping study, including six countriesJanet EneverLondon Metropolitan UniversityJelena Mihaljevic DjigunovicZagreb UniversityMagdalena SzpotowiczUniversity of Warsaw
2The ELLiE team Croatia – Prof. Jelena Mihaljevic Djigunovic England – Dr Janet EneverItaly – Dr Lucilla LopriorePoland – Dr Magdalena SzpotowiczSpain – Prof. Carmen MunozSweden – Dr Eva LindgrenNetherlands – Prof. Resi Damhuis(data from Netherlands not included in scoping study)
4outline 1 The research framework 2 Strands of evidence: 2.1 learning environments2.2 learner attitudes
5Country selection Northern/Southern Europe “old”/ “new”/candidate EuropeLarger/smaller European statesRomance, Germanic, Slavonic languageSecond/foreign language contexts
6A qualitative study incorporating quantitative dimensions Uniquely longitudinal and comparative250 learner profiles45 teacher profiles45 school profiles1200 children from 6/7 years – 10/11 years
7Research toolsInterviews: school principals, teachers and sample of children.Observation: regular classroom visits.Questionnaires: other teachers, children, parents.Published documentation: local/national.
8What are we investigating? What can realistically be achieved in state schools where relatively limited amounts of class time are available for foreign language learning?2 priorities:The significance of the teacher's role in ELLThe particular impact of digital media on learning.
9Research strands 3 central issues: the processes of policy implementation;the factors contributing most effectively to the success of ELL;the linguistic and non-linguistic outcomes of ELL.
10Strands of evidence Key factors contributing to the success of ELL: Learning environmentLearners’ attitude and motivationRole of the teacherLanguage developmentRole of digital technology
112.1 Learning environment Sources of data: Interviews with FL teachers Classroom observationsSample (one year scoping study):40 FL teachers in 6 countries (Croatia, England, Italy, Poland, Spain and Sweden)
12Areas of investigation Classroom reality (how is teaching organised)FL teachers’ opinion about their professionFL teachers’ beliefs about teaching at this levelFL teachers’ perceptions of their own teaching styles and their students’ learningFL teachers’ perceptions of the reactions to ELL (parents and other staff)
13Classroom reality Number of students Desks arrangement Teacher’s movement during lessonsTypes of activities usedMaterials usedTeacher talking time – L1 vs L2Error correction
14Number of students per class Data from the one year scoping study
15Students’ seating in class Data from the one year scoping study CroatiaEnglandItalyPolandSpainSwedencarpet
16Teachers’ opinions about their profession Data from the one year scoping study Q: What is it like to teach FL at this level?Very positive and positive responses(exciting, rewarding, fun, motivating, enjoyable) - 47%Rather positive(exciting, but...challenging, demanding, difficult) – 37%Rather negative(tiring, demanding, exhausting) – 16%
17Teacher talking time in FL Data from the one year scoping study
18Teacher reaction to mistakes: correction, remodelling, prompting self- and peer-correction Data from the one year scoping studyalwaysvery oftenoftensometimesrarelynever
192.2 Attitudes and Motivation One of key factors in FLLFour groups of findings:YLs have higher motivation but it decreases with timepositive attitudes are maintainedno significant differencesmixed results
20Process-oriented approach to studying attitudes & motivation YL perception of language learning environmentInfluence of the immediate learning environmentRole of the T & teaching activities decreases with age but their early impact is long-lasting!
21ELLiE study of attitudes & motivation (Data from the one year scoping year of 6 countries) Comparisons of findings obtained using the same instrumentsAnalyses of findings:considerations of immediate language learning environmentbroader social contextDevelopmental aspects
22Instruments Smiley questionnaire Oral interview with six pupils randomly selected from each group
23initial one year scoping study Resultsinitial one year scoping study
24SMILEY QUESTIONNAIRE High levels of motivation Most motivated for learning new words; least motivated for playingGender differences: female YLs more motivated than male YLsSignificant differences among the six countries
25ORAL INTERVIEW Comparison of YLs in England and Croatia A minority of YLs YLs chose the FL as the favourite school subjectA large number of YLs chose the FL as the favourite school subjectYLs oriented to the FL country & communication with NSsYLs oriented communication with non-NSs→English as an international languageMore YLs wished to learn other FLsFewer YLs wished to learn other FLsMore YLs had met Native Speakers but could not describe themFewer YLs had met NSs but could verbalise their attitudes to themMost parents happy about their child learning the FLAll parents happy about their child learning the FL
26Future investigations Development of attitudes & motivation during four yearsInfluence of significant othersRelationship of motivation & outcomesRelationship of motivation and language behaviour