Early Language Learning in Europe: a multinational, longitudinal study Data from the one year scoping study, including six countries Janet Enever London Metropolitan University Jelena Mihaljevic Djigunovic Zagreb University Magdalena Szpotowicz University of Warsaw

The ELLiE team Croatia – Prof. Jelena Mihaljevic Djigunovic England – Dr Janet Enever Italy – Dr Lucilla Lopriore Poland – Dr Magdalena Szpotowicz Spain – Prof. Carmen Munoz Sweden – Dr Eva Lindgren Netherlands – Prof. Resi Damhuis (data from Netherlands not included in scoping study)

ELLiE team

outline 1 The research framework 2 Strands of evidence: 2.1 learning environments 2.2 learner attitudes

Country selection Northern/Southern Europe “old”/ “new”/candidate Europe Larger/smaller European states Romance, Germanic, Slavonic language Second/foreign language contexts

A qualitative study incorporating quantitative dimensions Uniquely longitudinal and comparative 250 learner profiles 45 teacher profiles 45 school profiles 1200 children from 6/7 years – 10/11 years

Research tools Interviews: school principals, teachers and sample of children. Observation: regular classroom visits. Questionnaires: other teachers, children, parents. Published documentation: local/national.

What 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 ELL The particular impact of digital media on learning.

Research 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.

Strands of evidence Key factors contributing to the success of ELL: Learning environment Learners’ attitude and motivation Role of the teacher Language development Role of digital technology

2.1 Learning environment Sources of data: Interviews with FL teachers Classroom observations Sample (one year scoping study): 40 FL teachers in 6 countries (Croatia, England, Italy, Poland, Spain and Sweden)

Areas of investigation Classroom reality (how is teaching organised) FL teachers’ opinion about their profession FL teachers’ beliefs about teaching at this level FL teachers’ perceptions of their own teaching styles and their students’ learning FL teachers’ perceptions of the reactions to ELL (parents and other staff)

Classroom reality Number of students Desks arrangement Teacher’s movement during lessons Types of activities used Materials used Teacher talking time – L1 vs L2 Error correction

Number of students per class Data from the one year scoping study

Students’ seating in class Data from the one year scoping study Croatia England Italy Poland Spain Sweden carpet

Teachers’ 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%

Teacher talking time in FL Data from the one year scoping study

Teacher reaction to mistakes: correction, remodelling, prompting self- and peer-correction Data from the one year scoping study always very often often sometimes rarely never

2.2 Attitudes and Motivation One of key factors in FLL Four groups of findings: YLs have higher motivation but it decreases with time positive attitudes are maintained no significant differences mixed results

Process-oriented approach to studying attitudes & motivation YL perception of language learning environment Influence of the immediate learning environment Role of the T & teaching activities decreases with age but their early impact is long-lasting!

ELLiE study of attitudes & motivation (Data from the one year scoping year of 6 countries) Comparisons of findings obtained using the same instruments Analyses of findings: considerations of immediate language learning environment broader social context Developmental aspects

Instruments Smiley questionnaire Oral interview with six pupils randomly selected from each group

initial one year scoping study Results initial one year scoping study

SMILEY QUESTIONNAIRE High levels of motivation Most motivated for learning new words; least motivated for playing Gender differences: female YLs more motivated than male YLs Significant differences among the six countries

ORAL INTERVIEW Comparison of YLs in England and Croatia A minority of YLs YLs chose the FL as the favourite school subject A large number of YLs chose the FL as the favourite school subject YLs oriented to the FL country & communication with NSs YLs oriented communication with non-NSs→English as an international language More YLs wished to learn other FLs Fewer YLs wished to learn other FLs More YLs had met Native Speakers but could not describe them Fewer YLs had met NSs but could verbalise their attitudes to them Most parents happy about their child learning the FL All parents happy about their child learning the FL

Future investigations Development of attitudes & motivation during four years Influence of significant others Relationship of motivation & outcomes Relationship of motivation and language behaviour