Policy and reform
Flexible curriculum 14-19
Trainee research submissions within Linda Parker's interactive seminar on optionality: the consequences for Modern Languages study in key stage 4
The seminar consists of 4 parts, these trainee research submissions sit within part 4Go to: Part 1 ¦ Part 2 ¦ Part 3 ¦ Part 4
Implementation
and Implications of the Key Stage 2 Modern Languages Entitlement (pdf
document)
Kathryn Dawson, Elizabeth Dye, Sally Leach, Lucile Rouget
University of Sheffield PGCE 2006-2007
This short-term trainee research project was conducted as a collaborative
enquiry in the summer of 2007 by four student teachers on the University
of Sheffield PGCE course. It unearths a rich vein of issues relevant to
study of, and provision for, languages right through to the highest level.
The project implicitly asks THE key question all over again, with well-supported
justification for doing so in the local case studies: Where ARE we going
with languages?
On the positive side, the key stage 2 entitlement is portrayed as being
taken VERY seriously by primary and secondary schools, and major efforts
are being made to effect change for the better. But the sheer variety of
strategies employed to address the same policy is worrying; there seems
no consistency between schools nor Local Authorities in matters of great
import such as whether to adopt a language-specific or linguistics/cultural
awareness programme, how to record programme content, pupil attainment,
potential or attitudes, and how to transfer meaningful information with
the pupils between the primary and secondary phases. Although aptly focused
on the issue of primary entitlement, the link to key stage 4 ‘optionality’
and the opting into languages study at later stages is made clear: if we
do not skilfully, energetically, meaningfully and intelligently engage children
at key stage 2, then the battle to convince them to continue post-14 may
be lost early.
Interactive seminar
This is an example of a high quality, trainee-conducted small-scale inquiry
into a significant area of Languages policy. It has not appeared in a recognised
refereed journal, and as such makes no claim to constitute in itself an
example of nationally or internationally significant research. However,
ITT MFL wishes to host such inquiry, disseminate the findings, and feed
the data into a national research base. Thus can we better operate as a
MFL teaching and learning community, seeking to ensure a more democratic
management of change via increased ownership of the processes. The project’s
authors will be pleased to grant permission for their work to be quoted
in, or contribute to, larger-scale research publications on Languages policy.
Uptake of Languages at Key Stage 4 (pdf document)
Natalie Bates, Ian Cousins, Gareth Jones, Eva Steinegger
University of Sheffield PGCE, 2007-2008
This short-term trainee research project was conducted as a collaborative enquiry in the summer of 2008 by four student teachers on the University of Sheffield PGCE course.
The issue of ‘optionality’ is explored rigorously, and the enquiry team’s concern about the future of languages teaching and learning with reference to the latest trend surveys is well articulated. The team sets out with the appropriate intention of seeking out remedial strategies, and takes a closely detailed look at what is going on in particular schools, significantly from both teacher AND pupil perspectives. Teachers in the featured schools, who have bravely and very properly commissioned and endorsed this enquiry, will be well informed as to future strategies and areas for address by the very practical outlining of practices current in their locality. The enquiry team has sensitively noted that schools will not necessarily be entirely comfortable with what emerges from giving pupils their voice, and they have accompanied their commentary with a robust critique and description of their methods, in order to outline the limitations of the findings from the interviews. Listening to pupils, seeking the support of their parents or carers, and ‘marketing’ the subject from day one are all positive ways forward. However, the undertaking of such a journey will require increasingly sophisticated, long-term and energetic efforts from our language-teaching cohort.
Interactive seminar
This is an example of a high quality, trainee-conducted small-scale inquiry into a significant area of Languages policy. It has not appeared in a recognised refereed journal, and as such makes no claim to constitute in itself an example of nationally or internationally significant research. However, ITT MFL wishes to host such inquiry, disseminate the findings, and feed the data into a national research base. Thus can we better operate as a MFL teaching and learning community, seeking to ensure a more democratic management of change via increased ownership of the processes. The project’s authors will be pleased to grant permission for their work to be quoted in, or contribute to, larger-scale research publications on Languages policy.
