Learning French from ages 5, 7 and 11
A project to document the development of linguistic competence among young classroom learners of French at three different starting ages. It aimed to (a) identify similarities and differences, (b) to compare rates of development at different ages after the same amount of classroom exposure, (c) to document and compare the classroom learning strategies used by children at different ages and (d) to document and compare their attitudes to language learning.
The project involved 20 young learners in each of Year 1 (5 year-old children), Year 3 (7 year-old children) and Year 7 (11 year-old children) in schools in the North East of England. None of the children had prior knowledge of French. 38 hours of French language teaching were provided for each group of learners. All language classes were recorded. Children's French language proficiency was tested at four different stages: at pre-test, mid-project test, at the end of teaching, and at a delayed post-test.
The project was funded by an ESRC (grant), and ran from September 2009 until September 2011.
The final summary report gives details on the set-up and running of the project, plus, of course, the findings.
EOA Report - RES-062-23-1545
Project co-directors: Florence Myles (Newcastle University) and Rosamond Mitchell (University of Southampton); Research Associates: Annabelle David (Newcastle), Sarah Rule (Southampton), Christophe dos Santos (Newcastle) and Kevin McManus (Newcastle).