Early Language Learning in Europe: a multinational, longitudinal study Data from the one year scoping study, including six countries Janet Enever London.

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