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Early Language Learning in Europe: a multinational, longitudinal studyData from the one year scoping study, including six countries
Janet EneverLondon Metropolitan University
Jelena Mihaljevic DjigunovicZagreb University
Magdalena SzpotowiczUniversity of Warsaw
The ELLiE team
Croatia – Prof. Jelena Mihaljevic Djigunovic England – Dr Janet Enever Italy – Dr Lucilla Lopriore Poland – Dr Magdalena Szpotowicz Spain – Prof. Carmen Munoz Sweden – Dr Eva Lindgren Netherlands – Prof. Resi Damhuis (data from Netherlands not included in scoping study)
ELLiE team
outline
1 The research framework2 Strands of evidence:
2.1 learning environments 2.2 learner attitudes
Country selection
Northern/Southern Europe “old”/ “new”/candidate Europe Larger/smaller European states Romance, Germanic, Slavonic language Second/foreign language contexts
A qualitative study incorporating quantitative dimensions
Uniquely longitudinal and comparative 250 learner profiles 45 teacher profiles 45 school profiles 1200 children from 6/7 years – 10/11 years
Research tools
1. Interviews: school principals, teachers and sample of children.
2. Observation: regular classroom visits.3. Questionnaires: other teachers, children,
parents.4. Published documentation: local/national.
What are we investigating?
What can realistically be achieved in state schools where relatively limited amounts of class time are available for foreign language learning?
2 priorities: The significance of the teacher's role in ELL The particular impact of digital media on
learning.
Research strands
3 central issues: the processes of policy implementation;
the factors contributing most effectively to the success of ELL;
the linguistic and non-linguistic outcomes
of ELL.
Strands of evidence
Key factors contributing to the success of ELL:
Learning environment Learners’ attitude and motivation Role of the teacher Language development Role of digital technology
2.1 Learning environment
Sources of data: Interviews with FL teachers Classroom observations
Sample (one year scoping study): 40 FL teachers in 6 countries
(Croatia, England, Italy, Poland, Spain and Sweden)
Areas of investigation Classroom reality (how is teaching
organised) FL teachers’ opinion about their profession FL teachers’ beliefs about teaching at this
level FL teachers’ perceptions of their own
teaching styles and their students’ learning FL teachers’ perceptions of the reactions to
ELL (parents and other staff)
Classroom reality Number of students Desks arrangement Teacher’s movement during lessons Types of activities used Materials used Teacher talking time – L1 vs L2 Error correction
Number of students per classData from the one year scoping study
0
5
10
15
20
25
30
35
Croatia England Italy Poland Spain Sweden
school 1
school 2
school 3
school 4
school 5
school 6
school 7
school 8
Students’ seating in classData from the one year scoping study
Croatia
England
Italy
Poland
Spain
Sweden
carpet
Teachers’ opinions about their professionData from the one year scoping study
Q: What is it like to teach FL at this level? Very positive and positive responses
(exciting, rewarding, fun, motivating, enjoyable) - 47%
Rather positive(exciting, but...challenging, demanding, difficult) – 37%
Rather negative (tiring, demanding, exhausting) – 16%
Teacher talking time in FLData from the one year scoping study
0%
20%
40%
60%
80%
100%
120%
Croatia England Italy Poland Spain Sweden
teacher 1
teacher 2
teacher 3
teacher 4
teacher 5
teacher 6
teacher 7
teacher 8
Teacher reaction to mistakes: correction, remodelling, prompting self- and peer-correctionData from the one year scoping study
0
1
2
3
4
5
6
7
Croatia England Italy Poland Spain Sweden
teacher 1
teacher 2
teacher 3
teacher 4
teacher 5
teacher 6
teacher 7
always
very often
often
sometimes
rarely
never
2.2 Attitudes and Motivation
One of key factors in FLL Four groups of findings:
• YLs have higher motivation but it decreases with time
• positive attitudes are maintained • no significant differences • mixed results
Process-oriented approach to studying attitudes & motivation
YL perception of language learning environment
Influence of the immediate learning environment
Role of the T & teaching activities decreases with age but their early impact is long-lasting!
ELLiE study of attitudes & motivation
(Data from the one year scoping year of 6 countries)
Comparisons of findings obtained using the same instruments
Analyses of findings: considerations of immediate language
learning environment broader social context
Developmental aspects
Instruments
Smiley questionnaire Oral interview with six pupils randomly
selected from each group
Results initial one year scoping study
SMILEY QUESTIONNAIRE
High levels of motivation Most motivated for learning new words;
least motivated for playing Gender differences: female YLs more
motivated than male YLs Significant differences among the six
countries
ORAL INTERVIEW Comparison of YLs in England and Croatia
England Croatia
A minority of YLs YLs chose the FL as the favourite school subject
A large number of YLs chose the FL as the favourite school subject
YLs oriented to the FL country & communication with NSs
YLs oriented communication with non-NSs→English as an international language
More YLs wished to learn other FLs Fewer YLs wished to learn other FLs
More YLs had met Native Speakers but could not describe them
Fewer YLs had met NSs but could verbalise their attitudes to them
Most parents happy about their child learning the FL
All parents happy about their child learning the FL
Future investigations
Development of attitudes & motivation during four years
Influence of significant others Relationship of motivation & outcomes Relationship of motivation and
language behaviour