From learning to teaching : investigating the effect of a foreign language phonology training programme on the development of trainee primary languages teachers
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 also taken into account through the use of Cultural-historical Activity Theory. The findings of this small-scale qualitative study suggest that the training had a positive effect on KS2 trainees’ phonics knowledge, their teaching practice, and self-efficacy beliefs, due to the combination of different elements it contained. These elements included experiencing learning the subject knowledge as a learner, and practising and reviewing this knowledge with fellow trainees. Observing modelling of teaching strategies and resources was another key feature. Practising teaching FL phonics in the classroom was found to be critical to setting the trainees up to succeed, but it was thought that teaching practice in university sessions also played a valuable role in their development. The numerous links to Self-efficacy Belief Theory and previous related research are discussed. The study recommends the inclusion of FL phonics in the teaching of trainee primary teachers in order for them to learn this vital subject knowledge before learning how to deliver it at KS2. In this way, trainees may successfully develop from learners into teachers, and learn valuable subject knowledge and skills which will help them develop self-efficacy beliefs in their teaching of foreign phonics. They may also deepen their understanding of the FL for themselves, and for the KS2 pupils they teach.
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