Vivienne Griffiths, Carol Tingey, Manuela Thomae

Canterbury Christ Church University

Paper presented at the TEAN conference, May 20 2011,

Manchester

Outline of talkIntroduction to the researchBackground on GTP and primary languagesMethodology - what we will doWhat we have done so farInitial findingsImplications for practice

The researchA one-year Escalate-funded research project.The project aims to: investigate primary languages on university-

led Graduate Teacher Programmes at Key Stage 2

identify what factors affect trainee teachers’ primary language learning, e.g. GTP provider, school context

highlight ways in which GTP provision of primary languages can be enhanced.

Graduate Teacher ProgrammeThe GTP is an employment-based ITE routeUniversity-led GTPS often run in parallel to PGCELittle research on how GTP trainee teachers

develop a professional identity (Griffiths 2007 & 11)

Intensive and demanding way into teachingCan be highly effective for mature entrants to

teaching, including former TAs or career changersTies in with work-based learning research (Eraut

2007, Fuller et al. 2007)

Primary languages UK behind rest of Europe in language capabilities.Entitlement to language learning in primary schools since

Languages for All (DfES 2002); requirement by 2010KS2 Framework for Languages (DfES 2005)Vision to increase language diversity and intercultural

awareness through focused language teaching and integrated approaches, including community languages

Driscoll et al (2004) found some good quality training but limited opportunities to observe good language teaching.

Uncertain future of primary languages under coalition.

Primary GTP languagesIssues include lack of good language models and

specialist teachers; lack of confidence among generalists.

Need to identify level of competence needed to ensure a generalist teacher can teach languages.

Tingey (2006) found that the Primary GTP languages pilot for MFL specialists (2004-6):

enhanced MFL specialist trainees’ language skills through a European placement

enabled them to contribute to language teaching and take language leadership roles in schools.

But what about generalist trainee teachers?

MethodologyThe research will involve:online questionnaire to trainees and NQTs in

5 GTPs across England about language competence and experience during ITE

interviews with language tutors and GTP leads

follow up interviews with 10% samplein-depth case studies of at least 5 NQTs (1

per GTP) from interview sampleidentification of good materials, training etc.

What we have done so farConducted a small pilot study to try out the

questionnaires and focus group interviews.Difficulties in obtaining access to GTPs, as

providers are gatekeepers to trainees & NQTs.Easier to go to GTP providers in person and

then enter responses on to online survey.94 GTP trainees & 43 NQTs so far from 3 GTPs. Further 74 responses from 2 GTPs not yet

entered online.

Initial findings 94 trainees: 30 men, 64 women.Diversity and range of language competence:4 have language degrees91% have basic or good knowledge of French23% have basic or good knowledge of German17% have basic or good knowledge of Spanish4 people know 5 languages including their 1st13 languages are known across the sample.Include Chinese, Russian, Punjabi, Urdu, Italian

Languages on GTP97% have had university session on languagesOften join with primary PGCEs for this50% were whole day, 50% half day12% have had school session on languages

(e.g. MFL school inset)Sessions consist largely of:brief background on primary languagespractical ideas to use in schoolsuseful materials and online resources

Observing language teaching Primary languages observed in schools:76% - as a separate subject, usually French53% - integrated approach, e.g. register, counting18% - cross-curricular approach, e.g. thematic16% - after school clubs 7% - other, e.g. day tripsPredominance of separate subject teaching, mainly

French, can be limiting to multi-ethnic schoolsIntegrated and thematic approaches often involve

several languages, including community languagesMost teaching in KS2 and often by visiting specialist.

Teaching languages64% have taught some languages, 34% notRanges from helping with some lessons to taking a

lesson each week. Most teach French in KS2.‘I use French instruction on a daily basis and I

always take the register in a wide range of languages.’

‘Have taken register myself in French, Russian & Latin’

‘Cross-curricular art/German lesson’‘Briefly, but couldn’t find relevant resources’‘French, it went very badly’

Support neededpractical ideas and access to resourcestraining in and revision of languages enrichment days and insetmore opportunities to observe and teach languagesRange of confidence:‘From observations and subject days, I’m pretty

confident I could cope.’‘I think specialist teachers are a great idea. I’m

happy to teach the basic French I know but don’t feel I’m giving the children the best possible start in languages.’

What we need: implications for practiceMore training in languages, though time is shortMore examples of good practice in schoolsMore detailed insight into levels of language

competence needed to be confident, good role model

Useful resources and practical ideasInnovative approaches to language teaching:e.g. school where Arabic is main languageschools where a wide range of languages are

covered.

Thank you very much for listening

Your ideas, suggestions and experiencewill be very welcome!

viv.griffiths@canterbury.ac.uk

ReferencesDfES (2002) Languages for All: Languages for Life, a Strategy for

England. London: DfES.DfES (2005) Key Stage 2 Framework for Languages. London: DfES.Driscoll, P., Jones, J. & Macrory, G. (2004) The provision of foreign

language learning for pupils at Key Stage 2. http://publications.dcsf.gov.uk/eOrderingDownload/RR572.pdf

Griffiths, V. (2007) Experiences of training on an employment-based route into teaching in England, Journal of In-Service Education, 33(1) 107-123.

Griffiths, V. & Driscoll, P. (2010) ‘Languages, diversity and communities: language learning policies and primary practice in England,’ in C. Govaris & S. Kaldi (eds) Intercultural Education in Europe. Berlin: Waxmann, pp. 37-57.

Tingey, C. (2006) Primary languages GTP: balancing generalist and subject specialist training in initial teacher education. Unpublished article.