Research

In 2012, the Scottish Government published a policy document entitled ‘Language Learning in Scotland: A 1+2 Approach’. By 2020, conditions should be in place that will allow all children in Scotland to learn an additional language to their mother tongue from the first year of primary school and a second additional language from Primary 5 at the latest. In conjunction with this, the Scottish Government has expressed its commitment to equality of access to all aspects of education for students with Additional Support Needs. This article discusses equality of access to modern languages education for all students and looks at changes in thinking about who should be included in language lessons. The author argues that policies relating to modern languages education in Scotland need to be refined in order to help all teachers to develop good practice and strategies to ensure that language learning is fully inclusive.

This article originates from the findings of an ethnographic research which explored the perceptions and experiences of pupils learning a modern language in a school in England. All pupils in Key Stage 2 (primary, aged 7-11), including those identified with special educational needs, are entitled to study a modern language as part of the school curriculum. Thus, in the classroom, differentiation is a must. This means that learning activities are designed to provide for all abilities and ensure proficiency in the target language. This article draws on a combination of Bourdieu’s concepts of capital and habitus, and Nussbaum’s central human capabilities as theoretical tools to gain insights into the second language classroom, a learning environment where the learners’ abilities and needs are diverse. The findings highlight nuanced distinctions that can be missed as language learning in the classroom is often met with resistance, reluctance or compliance more so than enthusiasm or enjoyment.

This article is an edited report on what I have learned about language teaching methods through researching the subject for the Interdisciplinary Project part of the Scottish Baccalaureate in Languages. I offer my views on why the UK seems to be behind in language learning, why the focus of our curriculum seems inappropriate and present an analysis of my survey results. I also propose some common language learning principles that we could use in everyday teaching.

Increasingly, digital learning is being used in classroom practice to enhance learning experiences. In this small scale enquiry I investigated, using quantitative and qualitative data, the impact of using an app on the development of Advanced Higher French learners’ skills for independent learning. The research also explored how the use of mobile technology can impact (positively or negatively) on learners’ metacognition within the context of Modern Languages, and its importance in the development of independent learning skills. The findings suggest that while learners enjoy the flexibility afforded to them by accessing their learning via app, the role of the teacher and the training of both teacher and learner are essential if the learning is to be effective. Attention also needs to be given to how skills for independent learning can be developed effectively both before and during the course. The role of metacognitive ability is pivotal here and opportunities for metacognitive development need to be integrated into course content.

Language and culture are arguably central to identity and it is also the right of every child to maintain these elements of ‘self’. Nevertheless, the Home Office mantra of quickly learning English and ‘new arrivals’ homogenising with British culture and values is at odds with current Scottish educational policy aiming to foster children’s home language. This paper outlines the impact of the recent Mother Tongue Other Tongue multilingual poetry project which allowed pupils to use their home language, or a language they are learning in school creatively, and also reflect upon culture within a mainstream school environment. The themes of multilingualism and multiculturalism explored within the project will contribute to my PhD thesis which explores the extent to which Scottish educational policy is meeting the needs of multilingual children. Regarding the benefits and importance of plurilingualism, I argue that there is a lack of awareness and knowledge on the part of teachers and parents. Furthermore, children’s well-being would be enhanced if their linguistic and cultural heritage were nurtured. The impact of the project on the children and young people involved has been profound - it has given them a voice!

Abstracts from and weblinks to some of the most recent publications relating to language learning.

Free-to-download articles from other language journals.

Summary reminder of upcoming seminars and conferences.