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PRODID:talks.ox.ac.uk
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SUMMARY:Progression in Primary Languages: A longitudinal study tracking la
 nguage learning in primary school in England - Dr Nicola Morea (University
  of Reading)
DTSTART;VALUE=DATE-TIME:20240227T130000Z
DTEND;VALUE=DATE-TIME:20240227T140000Z
UID:https://talks.ox.ac.uk/talks/id/d03a6d0e-0355-4d66-8e22-9b31e5cb6e21/
DESCRIPTION:In September 2014\, foreign languages became a compulsory part
  of the primary school curriculum in England\, with the clear expectation 
 that learners should make “substantial progress in one language” (DfE\
 , 2013) throughout the four years of language learning at primary school (
 age 7-11). However\, schools face considerable difficulties (e.g.\, limite
 d time\, low teacher confidence and expertise\, limited guidance)\, in par
 ticular due to lack of clarity regarding core content and learning outcome
 s for language learning at this level. Existing research exploring young l
 earners’ linguistic progression in instructed settings demonstrates prog
 ress in vocabulary size and grammatical knowledge development (Courtney et
  al.\, 2017) and in listening\, reading and speaking skills (Cable et al.\
 , 2012). However\, progress tends to be slow\, variable and influenced by 
 the amount and quality of language input available (Graham et al.\, 2017).
  Further research is thus needed to examine the route and rate of language
  learning in contexts where teaching time is limited and out-of-school exp
 osure is minimal. \n\nIn this talk\, I will present the Progression in Pri
 mary Languages project\, a longitudinal study examining young learners’ 
 linguistic development in French\, German and Spanish over four years of l
 earning at primary school in England. Learners (aged 7-11) are completing 
 a battery of language tests twice per year (starting February 2023) to ena
 ble longitudinal and cross-sectional analyses of language development\, in
 cluding understanding and use of target language vocabulary\, grammar\, an
 d phoneme-grapheme correspondences\, receptive (listening\, reading) and p
 roductive (writing\, speaking) skills. This presentation will focus on the
  process of test development\, and particularly on how young learners’ d
 evelopmental characteristics and the contextual factors influencing childr
 en's language-learning experience shaped the design and administration of 
 the language tests\, using the receptive vocabulary test as a case exempla
 r. Ultimately\, the findings of the study will build a full and detailed p
 icture of how foreign language knowledge develops in young learners in a p
 rimary school setting and shed light on the individual\, instructional and
  contextual factors that affect language learning in this context. \n\nNic
 ola Morea is a Post-Doctoral Research Associate at the Institute of Educat
 ion of the University of Reading\, where he works on the Progression in Pr
 imary Languages project\, a longitudinal study exploring additional langua
 ge learning in primary school in England. Nicola completed a PhD in Educat
 ion at the University of Cambridge\, where he investigated the multilingua
 l identities and beliefs about multilingualism of pre-service teachers in 
 England\, exploring new ways in which Teacher Education and Training provi
 ders can prepare future teachers to confidently teach in multilingual clas
 srooms. Prior to his doctoral studies\, Nicola has worked as a secondary-s
 chool languages teacher\, head of department and PGCE mentor. \n\nTeams li
 nk: https://teams.microsoft.com/registration/G96VzPWXk0-0uv5ouFLPkQ\,5VSMb
 CCZvUK5Nz3kBM589g\,hxJXsGUA9UW3LOGMByrtcA\,TiuiEUKEFUqP51V8tYs2hg\,UBpvRXP
 SXUG9SvRCMqj9ag\,42h6bkbycki-f4kC2sLX6w?mode=read&tenantId=cc95de1b-97f5-4
 f93-b4ba-fe68b852cf91\n\nSpeakers:\nDr Nicola Morea (University of Reading
 )
LOCATION:15 Norham Gardens (Seminar Room A and online)\, 15 Norham Gardens
  OX2 6PY
TZID:Europe/London
URL:https://talks.ox.ac.uk/talks/id/d03a6d0e-0355-4d66-8e22-9b31e5cb6e21/
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DESCRIPTION:Talk:Progression in Primary Languages: A longitudinal study tr
 acking language learning in primary school in England - Dr Nicola Morea (U
 niversity of Reading)
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