From learning to teaching : investigating the effect of a foreign language phonology training programme on the development of trainee primary languages teachers
type: CreativeWork
description: Foreign language (FL) phonology has become an area of research interest in England in recent years, particularly as a strategy for Key Stage 3 (KS3) learners to improve their language decoding ability. Proficiency in decoding is thought to have a positive effect on several other important language learning attributes such as vocabulary acquisition, motivation, and learner autonomy (Erler and Macaro, 2011). The national curriculum for languages (DfE, 2013) requires all children to be taught FL phonics at Key Stage 2 (KS2). However, there is limited knowledge concerning KS2 pupils’ or their teachers’ knowledge of FL phonics. Recent research at KS3 has looked at whether strategies like learning foreign phonics impact on pupils’ self-efficacy beliefs, that is whether it makes these learners feel more capable in relation to FL learning (see, for example, Woore et al., 2018). Self-efficacy Belief Theory (Bandura, 1997) has also been used to identify the factors that may influence how able teachers and novice teachers feel to teach pupils (Tschannen-Moran and Hoy, 2007). Through focus groups and questionnaires, this research study assesses the impact of a FL phonology training programme (also referred to as ‘interventions’) conducted with primary school trainee teachers (trainees) specialising in teaching FLs at KS2. Using mainly qualitative research methods, the study explores the effect of the training on the trainees’ subject knowledge, their teaching practice, and their self-efficacy beliefs. Cultural-historical Activity Theory (Engeström, 1987) is used as an analytical framework through which to view the findings. Using this lens, the impact of the FL phonics training is seen in relation to the learning environment of the trainees, for example looking at the impact of the teacher trainer’s role and the resources used during the interventions. The wider community around the trainees, including members of the primary school community in which the trainees taught, are al…
abstract: Foreign language (FL) phonology has become an area of research interest in England in recent years, particularly as a strategy for Key Stage 3 (KS3) learners to improve their language decoding ability. Proficiency in decoding is thought to have a positive effect on several other important language learning attributes such as vocabulary acquisition, motivation, and learner autonomy (Erler and Macaro, 2011). The national curriculum for languages (DfE, 2013) requires all children to be taught FL phonics at Key Stage 2 (KS2). However, there is limited knowledge concerning KS2 pupils’ or their teachers’ knowledge of FL phonics. Recent research at KS3 has looked at whether strategies like learning foreign phonics impact on pupils’ self-efficacy beliefs, that is whether it makes these learners feel more capable in relation to FL learning (see, for example, Woore et al., 2018). Self-efficacy Belief Theory (Bandura, 1997) has also been used to identify the factors that may influence how able teachers and novice teachers feel to teach pupils (Tschannen-Moran and Hoy, 2007). Through focus groups and questionnaires, this research study assesses the impact of a FL phonology training programme (also referred to as ‘interventions’) conducted with primary school trainee teachers (trainees) specialising in teaching FLs at KS2. Using mainly qualitative research methods, the study explores the effect of the training on the trainees’ subject knowledge, their teaching practice, and their self-efficacy beliefs. Cultural-historical Activity Theory (Engeström, 1987) is used as an analytical framework through which to view the findings. Using this lens, the impact of the FL phonics training is seen in relation to the learning environment of the trainees, for example looking at the impact of the teacher trainer’s role and the resources used during the interventions. The wider community around the trainees, including members of the primary school community in which the trainees taught, are al…
author: Burch, Elizabeth Ann Catherine
language: en
date published: 2023
date modified: 2026-07-24T03:42:06Z
provider: Oxford Brookes University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Oxford Brookes University

PropertyValue
property ID: DOI
value: 10.24384/dtzm-2s09