"Language learning at
KS3: The impact of the
KS3 modern foreign languages framework and changes to the
curriculum on provision and practice."
06/07/2009
Organisation/author
University of
Cambridge, commissioned by DCSF (DCSF-RB091, DCSF-RR091)
Timescale
2006-2008
Research aim
The research is to
investigate provision and practice in language learning at Key
Stage 3 (KS3) in order to understand the impact of the Key Stage 3
Framework for Modern Foreign Languages (MFL) and other recent
initiatives. The study focused on maintained schools in
England.
Research questions included:
- What is the extent and
influence of the use of the KS3 Framework for MFL?
- What is the impact of Key
Stage 2 (KS2) language learning initiatives on the KS3
curriculum?
- What is the impact of
Specialist Languages Colleges on KS3 curriculum and
teaching?
- How can language learning
at KS3 best encourage uptake of languages at KS4?
- What are the drivers for,
and challenges to, higher standards in KS3 language learning?
Research design
- Longitudinal
- Quantitative strand:
questionnaire to Heads of languages in autumn 2006 and 2007, with a
random sample of 1,600 maintained secondary schools in England
(response rate: 38% in 2006 and 64% in 2007, the 2007 questionnaire
was sent to respondents in the first survey only). The second
questionnaire repeated some questions in the first survey, but also
asked new questions based on the first one
- Qualitative: case studies
at 16 schools in England, each visited twice (2007 and 2008).
During both rounds of case study visits lessons were observed and
individual interviews were conducted with: the headteacher (30
interviews in total); the head of department (33 interviews);
classroom teachers (40 interviews); and pupils (92 individual and
16 focus group interviews with Year 8 pupils in the first round,
and 81 individual interviews and 16 focus group interviews with the
same pupils then in Year 9 in the second round).
Outputs
Completed?
Yes
Key findings
What is the extent and influence of the KS3 Framework
for Languages?
- Most of the heads of department strongly approved of the KS3
Framework for languages. 75% of Heads reported that the Framework
was having a positive impact on teaching and learning at KS3, and
71% listed the Framework as a 'supporting factor' in KS3 teaching
and learning.
- There was evidence of approval of a return to explicit learning
objectives and explicit teaching of grammar in both rounds of case
study interviews.
- In both rounds of case study interviews with
Heads and teachers, there was evidence of the Framework being
largely embedded in languages teachers' pedagogical thinking. Many
Heads and teachers commented that the Framework made teaching more
structured.
- Pupil data and interviews with teacher showed
that the KS3 Framework was having an impact on pupils'
understanding of the structure of the foreign language and their
awareness of the processes involved in learning.
- There was also an increased focus in the second
round of case study visits on the development of pupils’
independent learning.
- The survey revealed that the Framework has not
had as great an influence on the teaching of culture.
What is the impact of KS2 language
learning initiatives on the KS3 curriculum?
- Most headteachers, heads of department,
teachers and pupils in the case study schools approved of the
principle of teaching languages in primary schools.
- Teachers and headteachers felt a lack of
consistency at present in foreign language provision in primary
schools in terms of amount of language teaching taking place, the
language being taught and the ways in which it was taught.
- Involvement of secondary languages departments
with the primary languages initiative was not widespread, but
secondary teachers focused more on learning from primary schools in
e.g. primary methodology in the second round of case study.
- Both surveys suggested that the level of impact
of KS2 language learning on the Year 7 languages curriculum
remained low. Teachers voiced strong concerns about managing
progression and Year 7 mixed experience class.
- There was little evidence from the case study
data that the methodology of KS3 teaching was being affected by the
introduction of language teaching in primary schools.
What is the impact of Specialist
Languages Colleges (SLCs) on KS3 curriculum and
teaching?
- Heads of department in SLCs
reported that the gaining of specialist status had a strong
positive impact on the development of the languages departments at
these schools.
- The most commonly reported
areas of strong impact in the second survey were in: liaison with
KS2; the use of ICT; provision of resources more generally; uptake
at KS4; and diversity of languages offered at the school. There was
much less perceived impact on classroom pedagogy.
- There appeared to be a
relatively low level of impact of the work of SLCs on that of other
secondary schools more generally. Contacts between non-SLCs and
SLCs were not often reported and of those Heads who had had
contacted SLCs in the second survey, a majority of them reported no
or a little impact from the contact on their department.
- In an open question on
future roles of SLCs, 95% of Heads from non-SLCs who responded the
survey referred to the desirability of SLCs providing support for
other schools. In contrast, only about half of the heads of
department of SLCs who responded to this question said that their
role included supporting other secondary schools.
How can language learning at KS3 best
encourage uptake at KS4?
- Both surveys suggested
languages were optional for all pupils in approximately two thirds
of schools. The first survey suggested that only 18% of heads of
department supported compulsory languages for all beyond
KS3 whereas almost half of the survey respondents felt that it
should be compulsory for most pupils.
- Just under half of the
heads of department in the survey reported some negative effects of
the optional status of languages at KS4 on teaching and learning at
KS3. The majority of comments related to pupils’ attitudes.
- Common strategies to
increase uptake, as shown in the surveys, included:
presentations/talks/external speakers, trips and visits in the UK
and abroad; using promotional materials; teaching good and
enjoyable lessons at KS3; enrichment activities; and guidance at
GCSE time including communications with parents.
- Case studies showed that
departments were putting a lot of effort into promoting uptake in
KS4, but there was a discrepancy between what the Heads perceived
as the true benefits (personal and social gains) and the arguments
they put forward in discussions with KS3 pupils (increased
vocational prospects).
- Figures for a question
asking which courses were on offer in respondents’ schools show
that the majority offered just GCSE (81%) at KS4.
- The most frequently cited
reasons given by the case study Year 8 pupils for and against
continuing with language study related to the extent of their
enjoyment of language lessons, self-perceive as language learners
and GCSE attainment.
What are the drivers for, and
challenges to, higher standards in KS3 language
learning?
- Heads of department
identified resourcing (in particular good ICT), staffing and
training and use of Foreign Language Assistants as factors that
supported effective practice in KS3.
- Factors that were seen to
constrain effective teaching were lack of time allocation to
languages, poor timetabling, and class size.
- At the interviews, teachers
and heads of department identified the following drivers for
change: the commitment and motivation of departmental staff; the
presence of Newly Qualified Teachers (NQTs) and trainee teachers;
being aware of the current educational developments; the status of
languages in the school and the role of language learning in
strengthening intercultural understanding; a focus on learning
rather than teaching; involvement in In-Service training.
- The case studies showed
that a key driver for pupils was interactivity in the languages
classroom.
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