1. 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

2. 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)

3. ELLiE team

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

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

6. 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

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

8. 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.

9. 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.

10. 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

11. 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)

12. 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)

13. 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

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

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

16. 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%

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

18. 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

19. 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

20. 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!

21. 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

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

23. initial one year scoping study
Results
initial one year scoping study

24. 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

25. 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

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