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Teacher education for primary languages: higher education’s role in employment-based routes

Teacher education for primary languages: higher education’s role in employment-based routes . Vivienne Griffiths, Carol Tingey, Manuela Thomae Canterbury Christ Church University Paper presented at the TEAN conference, May 20 2011, Manchester. Outline of talk. Introduction to the research

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Teacher education for primary languages: higher education’s role in employment-based routes

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  1. Teacher education for primary languages: higher education’s role in employment-based routes Vivienne Griffiths, Carol Tingey, Manuela Thomae Canterbury Christ Church University Paper presented at the TEAN conference, May 20 2011, Manchester

  2. Outline of talk • Introduction to the research • Background on GTP and primary languages • Methodology - what we will do • What we have done so far • Initial findings • Implications for practice

  3. The research A 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.

  4. Graduate Teacher Programme • The GTP is an employment-based ITE route • University-led GTPS often run in parallel to PGCE • Little research on how GTP trainee teachers develop a professional identity (Griffiths 2007 & 11) • Intensive and demanding way into teaching • Can be highly effective for mature entrants to teaching, including former TAs or career changers • Ties in with work-based learning research (Eraut 2007, Fuller et al. 2007)

  5. 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 2010 • KS2 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.

  6. Primary GTP languages • Issues 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?

  7. Methodology The 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% sample • in-depth case studies of at least 5 NQTs (1 per GTP) from interview sample • identification of good materials, training etc.

  8. What we have done so far • Conducted 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.

  9. Initial findings • 94 trainees: 30 men, 64 women. Diversity and range of language competence: • 4 have language degrees • 91% have basic or good knowledge of French • 23% have basic or good knowledge of German • 17% have basic or good knowledge of Spanish • 4 people know 5 languages including their 1st • 13 languages are known across the sample. • Include Chinese, Russian, Punjabi, Urdu, Italian

  10. Languages on GTP • 97% have had university session on languages • Often join with primary PGCEs for this • 50% were whole day, 50% half day • 12% have had school session on languages (e.g. MFL school inset) Sessions consist largely of: • brief background on primary languages • practical ideas to use in schools • useful materials and online resources

  11. Observing language teaching Primary languages observed in schools: • 76% - as a separate subject, usually French • 53% - integrated approach, e.g. register, counting • 18% - cross-curricular approach, e.g. thematic • 16% - after school clubs 7% - other, e.g. day trips • Predominance of separate subject teaching, mainly French, can be limiting to multi-ethnic schools • Integrated and thematic approaches often involve several languages, including community languages • Most teaching in KS2 and often by visiting specialist.

  12. Teaching languages • 64% have taught some languages, 34% not • Ranges 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’

  13. Support needed • practical ideas and access to resources • training in and revision of languages • enrichment days and inset • more opportunities to observe and teach languages Range 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’

  14. What we need • More training in languages, though time is short • More examples of good practice in schools • More detailed insight into levels of language competence needed to be confident , good role model • Useful resources and practical ideas • Innovative approaches to language teaching: • e.g. school where Arabic is main language • schools where a wide range of languages are covered.

  15. Thank you very much for listening Your ideas, suggestions and experience will be very welcome! viv.griffiths@canterbury.ac.uk

  16. References DfES (2002) Languagesfor 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. Tingey, C. (2006) Primary languages GTP: balancing generalist and subject specialist training in initial teacher education. Unpublished article.

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