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Eva Duran Eppler e.eppler_at_roehampton.ac.uk Jeanette Sakel jeanette.sakel_at_uwe.ac.uk The academic perspective – PowerPoint PPT presentation
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Title: Eva%20Duran%20Eppler%20e.eppler@roehampton.ac.uk%20Jeanette%20Sakel%20jeanette.sakel@uwe.ac.uk
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Eva Duran Epplere.eppler_at_roehampton.ac.ukJeane
tte Sakeljeanette.sakel_at_uwe.ac.uk
- The academic
- perspective
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Aims
- Background and research
- Language awareness and grammar teaching
- Links between MFL and English Language
- Evidence from abroad
- Austria
- Denmark
- Academic approaches to grammar teaching
- Linguistics vs. TESOL
- A common approach
- Glossary for KS1-2 English Grammar
- The new EC glossary
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The new curriculum (NC)
- Compulsory foreign language teaching at Key Stage
2 - In foreign languages pupils should be taught to
understand basic grammar appropriate to the
language being studied, such as (where relevant)
feminine, masculine and neuter forms and the
conjugation of high-frequency verbs key features
and patterns of the language how to apply these,
for instance, to build sentences and how these
differ from or are similar to English.
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- BUT there is wide-spread concern among
practitioners1, advisors/consultants2,
politicians3, journalists4 and educators5 that
school teachers (newly qualified or already in
post) possess, or acquire, the requisite
competence in vocabulary/lexicology, semantics,
and grammar to teach the English language and
other languages as the subjects are prescribed in
the national curriculum - (Lord Quirk, Citation HL Deb, 24 April 2013,
c427W).
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Teachers Learners
- Many teachers have received limited linguistic
training (Hudson and Walmsley 2005 616), or have
little confidence in their knowledge (possibly
because they have acquired it in an unsystematic
way (Cajkler Hislam 2002). - Pupils also have difficulties with learning
complex grammatical concepts (ibid.) - Do they?
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The evidence base
- Research findings indicate that (/- early)
bilingualism can have clear cognitive and
academic advantages - Attention and executive control
- Problem-solving skills
- Metalinguistic awareness and working memory
- Cognitive flexibility and linguistic creativity
- (Bialystok 2001-2011, Cummins 1979, Lauchlan et
al. 2012, Meisel 2006, Paradis 2004).
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Murphy Macaro study
- Link between L2 acquisition and L1 literacy
- e.g. Murphy et al. (2013)
- 3 year study with primary school children Group
with Italian as L2 (clearer grapheme-phoneme
correspondences) outperformed group with French
as L2.
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Solutions to teaching languages
- e.g. Peter Downes Discovering Language (ASCL
project) - http//www.ascl.org.uk/about-us/ascl-projects/disc
overing-language/ - Teaching a variety of languages, sounds, language
families, etc. to primary-school children.
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Newbury Park
- http//www.newburypark.redbridge.sch.uk/langofmont
h/ - Language of the month
- Individual
- words/
- phrases
- Grammar?
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TV e.g. The Lingo Show
- http//www.bbc.co.uk/cbeebies/grownups/shows/lingo
-show - Teaching a dozen words three in detail
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CILT/QCA MFL Literacy Project (1999-2001)Kevin
Eames, Wootton Bassett School, Swindon
- Developing pupils awareness of linguistic
terminology, working with the knowledge pupils
had gained in MFL sessions - MFL Teachers did not always use the grammatical
terms, while the concepts were used
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Results after one year (Y9) of frequent
low-level references to linguistic features
- Increase in
- recognition of grammatical terms Noun,
Adjective, Verb, Adverb, Preposition, Article,
Pronoun, Conjunction Tenses, Phrase, Clause
types Subject, Object, Adverbial - acknowledgement of clause features main/
subordinate clause, conjunction - confidence in pupils capacity to identify terms
in context increased - ? BUT pupils made more inaccurate identifications
of features.
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Where to go from here
- Hudson's (2000) survey of the research evidence
for the claim that teaching grammar can improve
writing suggests that pupils who have 'mastered
parts of speech word classes1 and are able to
distinguish between subordinate and principal
dependent and main clauses' attained better
results in writing than those who 'had not
learned to analyse sentences' - need for continuous reference to grammatical
features, spread over many years, develops
familiarity with those features - 1) http//lagb-education.org/grammatical-terminolo
gy-for-schools
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CILT/QCA MFL Literacy Project (1999-2001),
Kevin Eames, Wootton Bassett School
- Are there any common examples we could refer to
in both MFL and English, to illustrate points of
grammar or terminology for pupils? - Verbs MFL teachers teach tenses very
effectively and pupils seem to have retained
this learning confidently in their English
lessons.
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Findings
- Nouns - ways of modifying nouns is one of the
characteristics of highly valued writing at KS 3
and GCSE. - Adjectives - developing an understanding of what
an adjective is, where it appears, and how its
morphology differs between MFL and English - sentence level focus - sentence combining seems
to produce an overwhelmingly positive (gain) in
syntactic maturity' (Hudson 2000) - What else?
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Results from Hudson (2004)
- More mature writing has
- Longer sentences
- More adjectives and adverbs.
- Fewer coordinated clauses
- But related to grade, not to age!
- More nouns (but not abstract ones !)
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Nouns
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Examples from abroadAustria
- European Center for Modern LanguagesGraz,
Austria http//www.ecml.at/ - Cultural awareness and language awareness based
on dialogic interaction with texts in foreign
language learning (2001) - http//archive.ecml.at/documents/pub126fennerE.pdf
- The introduction of language awareness into the
curriculum (2000-2003) - http//jaling.ecml.at/
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Denmark
- Almen Sprogforståelse (taught before L2s) aims to
give students a general knowledge of grammar,
i.e. the members of a sentence (function) and the
word classes (material) and elementary syntax.
Among other things the students learn to use the
same Latin terms in the teaching of Danish and
the foreign languages. (A. Heltoft) - http//www.almensprogforstaaelse.dk/
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Out of school - at university
- Students who have learnt a foreign language
usually understand linguistic concepts more
readily - Those students are usually better at expressing
themselves in English - Anecdotal evidence European students tend to do
better at grammar
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Academic approaches
- A common approach a common terminology?
- ? difference between Linguistics vs. TESOL
(and/or languages area studies) - ? different approaches, terminologies
- Linguistics tend to tease everything apart e.g.
try to dis-entangle tense and aspect - TESOL teach tense and aspect together
- TESOL fetishes (tense, reported speech)
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A common approach?
- Need for a common terminology
- Need for a systematic approach in which these
terms are taught / used in MFL and other language
teaching - Terminology list (launch)
- Link Grammar teaching at different levels
(school MLF/EL university Ling/TESOL) - / link with KS1-2 glossary
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References
- Hudson, R. (2000) 'Grammar Teaching and Writing
Skills The Research Evidence http//www.phon.ucl
.ac.uk/home/dick/papers/writing.htm - Cross Linguistic Approaches to Language Learning
- http//archive.ecml.at/mtp2/alc/pdf/carl_james.pdf
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Any
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A (mind) game
- If we had a blank slate to introduce CGT into
(say) the KS3 Curriculum in a large scale, fully
embedded way, how would that look? - And what would need to be considered, from the
point of view of different parties involved
(Govt, ITT providers, School Leadership Teams,
Heads of Department, Classroom teachers etc)?
