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Early language learning: the impact of teaching and teacher factors

Graham, S., Courtney, L., Marinis, T. and Tonkyn, A. (2017) Early language learning: the impact of teaching and teacher factors. Language Learning, 67 (4). pp. 922-958. ISSN 0023-8333

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To link to this item DOI: 10.1111/lang.12251

Abstract/Summary

This study examined the progress in lexical and grammatical knowledge among 252 learners of French in England across the last two years of primary education and into the first year of secondary school in relation to teaching and teacher factors. It compared linguistic outcomes from two different teaching approaches, one placing emphasis on oracy, the other combining literacy with attention to oracy development. It also explored the relationship between linguistic outcomes and other teaching/teacher factors: teaching time, teacher level of French proficiency, and teacher level of training in language instruction. Learners completed a sentence repetition and a photo description task, making relatively small but statistically significant progress in both grammatical and lexical knowledge between test points. While teaching approach had little impact on such progress, other teaching and teacher factors did, particularly the French proficiency level of the primary school teacher and the amount of teaching time devoted to French.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Interdisciplinary centres and themes > Centre for Literacy and Multilingualism (CeLM)
ID Code:70107
Uncontrolled Keywords:Early language learning, Teaching approaches, Teacher proficiency, Teaching time, Sentence repetition
Publisher:Wiley

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