Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Finch, K., Theakston, A. and Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186 (2020) Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences. Language Learning Journal, 48 (5). pp. 628-642. ISSN 1753-2167 doi: 10.1080/09571736.2018.1448432

Abstract/Summary

The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used Interpretative Phenomenological Analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semistructured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers’ perceptions of English as an Additional Language (EAL) pupils’ aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers, and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/77336
Identification Number/DOI	10.1080/09571736.2018.1448432
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition Life Sciences > School of Psychology and Clinical Language Sciences > Department of Clinical Language Sciences Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM)
Publisher	Taylor & Francis
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