̽��ֱ�� of Cambridge - Karen Forbes

Cultivating ‘multilingual identities’ in schools could help reverse national crisis in language-learning

tdk25 — Thu, 22 Apr 2021 08:40:02 +0000

̽��ֱ�� ̽��ֱ�� of Cambridge study found that pupils who learn about the value of languages, how languages shape personal identity, and their impact on social cohesion, feel much more positive about subjects like French, German and Spanish; compared with those who only learn the speaking and writing skills prescribed by the national curriculum.

Researchers conducted a trial with 270 pupils at four English secondary schools over a full academic year. While all the pupils received traditional language lessons, some also participated in activities which explored the value of multilingualism and its significance in their own communities and lives. Pupils who were exposed to this extended programme showed significantly more belief in their ability to learn a language, and were up to 35% more likely to express positive sentiments about studying languages, by the end of the year.

̽��ֱ��researchers argue that encouraging young people to form ‘multilingual identities’ could help to reverse the national crisis in language learning. According to the British Council’s annual Language Trends survey, only 51% of pupils opt to study a foreign language to GCSE: far off the Government’s Ebacc target of 75% of pupils by 2022.

Dr Karen Forbes, from the Faculty of Education, ̽��ֱ�� of Cambridge, said: “Young people in England often wonder why they should study languages given that English is used internationally. ̽��ֱ��answer they usually get is that it might be useful in the future, which is a pretty unpersuasive argument when you’re 14. We found that if we encourage them to reflect on how languages relate to them personally, they are much more likely to respond positively to language learning. This seems crucial if we want to reverse the decline in these subjects.”

̽��ֱ��trial used downloadable materials developed by the ̽��ֱ�� of Cambridge-based ‘We Are Multilingual’ project, which aims to encourage young people both to value multilingualism, and to appreciate that everyone uses more than one ‘language’ in the broadest sense.

Dr Linda Fisher, ̽��ֱ�� Reader in Languages Education, said: “Everyone depends on a repertoire of communication, whether that involves a second language, a particular dialect, non-verbal signs, or something like computer code. Helping young people to realise that is key to showing them that they can ‘do’ languages. Language education needs to be about more than just vocab and verbs.”

̽��ֱ��pupils were in Year 9 (ages 13 to 14): the final year of compulsory language education before they choose subjects for GCSE. They were drawn from four very different schools in London and the East of England.

Participants were split into three groups. A control group continued with their regular lessons in French, German or Spanish; while two intervention groups took six, one-hour modules exploring multilingualism over the course of the year. These covered topics such as ‘Why learn languages?’, different types of language and dialect, and the relationship between language, cultural identity and belonging.

̽��ֱ��two intervention groups engaged with this material at different levels. While a partial intervention group completed follow-up activities designed to reinforce some of the core ideas, the full intervention group examined how the topics affected them personally. For instance, in one exercise, this latter group was asked to investigate what different languages their own classmates knew; in another they compiled photographs showing how different languages were used where they lived.

̽��ֱ��researchers used surveys, both before and after the academic year, to measure how far pupils’ attitudes towards language learning changed. For example, pupils were asked to rate how ‘multilingual’ they considered themselves on a scale of 0-100. They were also asked about their beliefs regarding languages, those of their parents and friends, and how competent and confident they felt as language-learners. In addition, pupils were asked to complete the blanks in statements such as: ‘Learning a foreign language is like… because…’

By the end of the trial, those in the partial and full intervention groups consistently responded more positively to statements about the importance of languages than those in the control group. They also showed much more self-belief about their ability to learn languages.

̽��ֱ��most significant findings, however, came from the full intervention group. For example, the extent to which pupils in this group self-identified as multilingual rose on average by 11 percentage points over the year, compared with a 2.5-point rise in the partial intervention, and a one-point fall in the control group.

Significantly, pupils in the full intervention expressed much more enthusiasm for learning languages, and took greater pride in the idea of doing so. When asked to complete different statements regarding their feelings about languages, the percentage of positive responses in this group rose between 15% and 35% across the year, compared with much smaller changes in the other groups.

“It seems pretty clear that pupils who are encouraged to think about what languages mean to them personally are more interested in studying them, and see themselves as more multilingual,” Forbes said.

Fisher added: “ ̽��ֱ��evidence suggests that we are missing an opportunity to teach children about languages, as well as how to speak and write them. Integrating that into the curriculum could potentially lead to very positive transformations in pupils’ attitudes towards language learning.”

̽��ֱ��research is published in ̽��ֱ��Language Learning Journal.

More young people may choose to study foreign languages to GCSE if they are encouraged to ‘identify’ with languages at school, rather than just learning vocabulary and grammar, new research suggests.

We are missing an opportunity to teach children about languages, as well as how to speak and write them

Karen Forbes

Michael und Maartje via Pixabay

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Mixed early progress highlights need for sustained support for pupils with English as an additional language

tdk25 — Thu, 16 Jul 2020 10:04:14 +0000

̽��ֱ��finding is one of numerous results and recommendations in a new book about the language development of EAL pupils, and its impact on their attainment and social integration. ̽��ֱ��book, authored by a team of academics from Cambridge, Anglia Ruskin and Durham Universities, examines the complex relationship between language, education and the social integration of newcomer migrant EAL students.

According to the School Census, there are currently over 1.5 million EAL pupils in England, and the proportion is steadily rising. ̽��ֱ��trend is similar in many other English-speaking countries.

̽��ֱ��book builds on three years of research involving over 40 schools across the East of England, funded by the Bell Foundation, and highlights much good practice by teachers working in multilingual classrooms. But it also points to inconsistencies and gaps in support for EAL pupils, stemming from an absence of national guidelines, targeted assessment, and systemic problems in areas such as teacher training and school-parent communication.

EAL pupils themselves were found to make uneven progress during their first two years in English schools. While many became competent English-speakers, their written English frequently lagged behind. ̽��ֱ��authors suggest this pattern may be further exacerbated by reductions in funding for EAL support.

As well as analysing the progress of EAL pupils, the study proposes a model for a more inclusive approach to teaching EAL students.

Dr Karen Forbes, Lecturer at the Faculty of Education, ̽��ֱ�� of Cambridge, said: “At the moment, it is often left to individual teachers or schools to decide how to handle the challenges of a multilingual classroom. While many do excellent work, EAL pupils inevitably have a variable experience. Teachers and schools should be able to draw on a structured framework and a proper knowledge base so that they can give these pupils the sustained linguistic and educational support they often need.”

̽��ֱ��research suggests that while many schools rightly prioritise the integration of EAL learners into mainstream lessons, some will need ongoing, one-to-one support, especially with developing more academic English, long past the point where they appear socially-integrated and able to hold a casual conversation.

This is just one symptom of a wider need to provide schools with a structural basis to give EAL learners individualised, ‘child-centred’ support, the authors argue. They stress that the ‘EAL’ label does not describe one type of pupil, but encompasses a wide range of previous educational experiences, interests and skills.

Encouragingly, many of the schools surveyed actively encouraged an inclusive and positive environment for EAL pupils. Teachers also employed various tactics that could form part of a wider framework to support them, such as group learning and buddy systems, translated texts and different visual aids.

But the study finds that many such interventions are devised locally, by schools or individual teachers, absent more structured or systematic guidance. This can lead to inconsistencies: for example, teachers varied their approach to when EAL pupils could use their home language, which often left students confused about when to use English.

̽��ֱ��researchers argue that other mechanisms are needed to give teachers a more solid foundation for working with EAL pupils. Teachers consistently enthused, for example, about the ‘vital’ support provided by dedicated EAL co-ordinators and bilingual support staff. But many schools that the researchers surveyed have struggled to sustain such services given that funding is no longer ring-fenced for this purpose.

̽��ֱ��book also highlights the need for more EAL-specific, specialist training for teachers, both for their professional practice and to help them work successfully with local minority-ethnic and migrant communities, especially those unfamiliar with the English system of education. This is only covered briefly in most teacher-training courses, and rarely forms part of their continuing professional development or ‘on the job’ learning.

Critically, the researchers also suggest that parents of EAL pupils and their communities are an untapped resource of knowledge, strong educational values and expertise.

̽��ֱ��researchers found that many parents of EAL children have a high level of interest in their children’s education, but often are not sufficiently supported to understand context-specific curriculum choices, modes of assessment or school expectations. They argue that, as well as providing translated information and induction materials, schools should establish mechanisms such as EAL parents’ networks, empowering parents within school governance structures to inform the way that they support migrant pupils, ensure that they achieve their potential, and promote positive experiences in school.

“Overall, there is a need for a more systematic, whole-school approach to the education of EAL pupils,” Michael Evans, Emeritus Read in Second Language Education at the ̽��ֱ�� of Cambridge, said. “This includes supporting teachers to develop their skills, providing them with a knowledge base on which to draw, and developing an effective communication system to promote parental engagement in schools. If that can be achieved, the benefits will be felt far beyond schools and EAL pupils alone.”

Language Development and Social Integration of Students with English as an Additional Language is published by Cambridge ̽��ֱ�� Press on 16 July.

Newly-arrived pupils who speak English as an additional language (EAL) often make ‘mixed’ linguistic and academic progress during their first years in British schools, which need a proper framework to give them sustained support, a study suggests.

At the moment, it is often left to individual teachers or schools to decide how to handle the challenges of a multilingual classroom.

Karen Forbes

Taylor Wilcox/Unsplash

School classroom

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