Research

Curriculum policy and curriculum modules
 

Teaching foreign languages has been compulsory since September 2014. How are schools managing?

Research page – Literacy

 
Literacy and wider academic achievement
 

Foreign language literacy has potential to support classroom language learning.

 
The role of age in language learning
 

What is the nature of the interaction between the age of the language learner and the context in which the language is taught?

 
Pedagogy and teacher expertise 
 

Two key elements of primary language provision are pedagogy and teacher expertise. What are the aims of teaching foreign languages in the primary school?

 
Linguistic development and expectations

 

What kind of linguistic progression can be achieved through the limited instruction most primary school pupils receive in a foreign language?

Multilingualism and additional language learning

 

What kind of educational interventions might help children with English as an additional language?

Cultural competence and intercultural understanding

 

What does intercultural understanding mean for people under specific conditions and contexts?

One-page summaries of research

Check out the one page summaries of research on each of the seven themes presented here by clicking on the links and find out the research behind the learning. Not sure which theme to choose? Browse our alphabetical list below.
Please note: the list is arranged alphabetically by first author; the titles are the titles of the summaries (not the original papers).

Bailey, E. & Marsden, E. (2017). Primary teachers’ attitudes towards using children’s home languages.

Bennett, S. N. (1975). Primary French in the Balance – a critique of the Nuffield pilot.

Bouffard, L. A. & Sarkar, M. (2008). Helping young children to develop awareness of the language they are learning.

Burstall, C., Jamieson, M., Cohen, S., & Hargreaves, M. (1974). Primary French in the Balance – the ‘Nuffield’ report. 

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. (2010). Languages and language learning at Key Stage 2 – a longitudinal study.

Chambers, G. N. (2016). How children view their language learning just before and after moving to secondary school.

Costley, T., Gkonou C., Myles F., Roehr-Brackin, K. & Tellier, A. (2018). Multilingual and monolingual children: differences, and perceptions of language learning.

Courtney, L. (2017). Transition, and children’s motivation for language learning.

Creese, A. & Blackledge, A. (2010). Children using multiple languages together in the classroom: a method for learning and teaching.

Deckner, S.E.(2019). Evidence for a motivational dip inforeign language learning during Year 7

Demie, F. (2018). English language proficiency and attainment of EAL children in England.

Driscoll P., Earl, J. & Cable, C. (2013)..The role and nature of the cultural dimension in primary modern languages.

Enever,  J. (Ed., 2011) Early Language Learning in Europe.

Finch, K., Theakston, A., & Serratrice, L. (2018). Teaching modern foreign languages in multilingual classrooms: teachers’ experiences.

Graham, S., Courtney, L., Marinis, T. and Tonkyn, A. (2017). How do teacher factors and the way teachers teach impact on children’s FL knowledge?

Hopp, H. (2011). How internal and external factors influence the development of children’s second language.

Jaekel, N., Schurig, M., Florian, M. and Ritter, M. (2017). A long-term study of early foreign language learning in school.

Kasprowicz, R.E., Marsden, E., & Sephton, N. (2019). Does it matter how often we practise grammar?

Kasprowicz, R.E. & Marsden, E. (2017). Teaching grammar through different types of input activities.

Kirsch, C. (2016). Using storytelling to teach vocabulary in language lessons.

Lichtman, K. (2016). Young children can learn language explicitly if they are taught explicitly

Macrory, G., Chrétien, L. & Ortega-Martin, J. (2012). Technologically enhanced learning in primary schools.

Mitchell, R., & Myles F. (2019). Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes.

Muñoz, C.(2014). Exploring young learners’ foreign language learning awareness.

Murphy, V., Macaro, E., Alba, S., & Cipolla, C. (2015). How learning a second language influences young children’s literacy in their first language.

Myles, F, & Mitchell, R (2012). Learning French from ages 5, 7 & 11.

Porter, A. (2016). Using gesture to help young children learn and remember vocabulary.

Porter, A. (2014). The effects of phonics instruction on primary school learners’ French reading aloud.

Roehr-Brackin, K. & Tellier, A. (2019) The importance of explicit learning in the primary foreign language classroom.

Roehr-Brackin. K. & Tellier, A. (2018). Esperanto as a tool in classroom foreign language learning in England.

Tellier A. & Roehr-Brackin, K. (2017). Raising children’s metalinguistic awareness to enhance classroom second language learning.

Waddington, J. (2019). Developing primary school students’ foreign language self-concept.

Reports on recent conferences attended by RiPL members. If you have attended an event or conference of interest to our RiPL Network, by all means send us a short report. It’s helpful to everyone to know just what is going on in the field of primary language learning. Click here to view.

Collection of research studies

Collections of research studies – published books

 Books which house collections of research studies on primary language education, thematically arranged.
  • IRIS is a repository of data collection materials which aims to improve the openness and replicability of research, thereby increasing opportunities for research. IRIS now holds over 3,200 materials and has had over 18,700 downloads from students, teachers and researchers.

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