Abstract
This paper presents the results of an ethnographic, longitudinal research project
with P6 and P7 pupils in a Scottish primary school. The research aimed to explore
manifestations of Language Awareness in primary school pupils who were learning
French: 53 pupil participants took part. They were engaged in writing a diary after
each of their French lessons during an academic year. In these diaries, they were
asked to verbalise their thoughts on language, and their learning experiences after each language input. The research showed that pupils consciously demonstrated Language Awareness, expressing detailed reflections on language analysis, and that they compared French with English, demonstrating multilingual behaviour. This recorded coexistence of first and second languages in the diaries, allowed students to use their own available resources ‘cross linguistically’ in their efforts to be more efficient in language learning (Cenoz & Gorter, 2015). Implementation of diaries simply as a tactic for retrospection in the process of foreign language learning has shown that the reinforcement of language learning (Gabrys-Barker, 2019), in a diary narrative, offers a more individualised understanding of language teaching and learning procedures. This paper concludes with some recommendations promoting the improvement of both teaching materials, and teaching methods, in the primary school language classroom.
with P6 and P7 pupils in a Scottish primary school. The research aimed to explore
manifestations of Language Awareness in primary school pupils who were learning
French: 53 pupil participants took part. They were engaged in writing a diary after
each of their French lessons during an academic year. In these diaries, they were
asked to verbalise their thoughts on language, and their learning experiences after each language input. The research showed that pupils consciously demonstrated Language Awareness, expressing detailed reflections on language analysis, and that they compared French with English, demonstrating multilingual behaviour. This recorded coexistence of first and second languages in the diaries, allowed students to use their own available resources ‘cross linguistically’ in their efforts to be more efficient in language learning (Cenoz & Gorter, 2015). Implementation of diaries simply as a tactic for retrospection in the process of foreign language learning has shown that the reinforcement of language learning (Gabrys-Barker, 2019), in a diary narrative, offers a more individualised understanding of language teaching and learning procedures. This paper concludes with some recommendations promoting the improvement of both teaching materials, and teaching methods, in the primary school language classroom.
| Original language | English |
|---|---|
| Title of host publication | Investigación e innovación en lengua extranjera // Research and Innovation in Foreign Language Teaching |
| Subtitle of host publication | Una perspectiva global // A Global Perspective |
| Editors | Juan Ramon Guijarro Ojeda, Raul Ruiz Cecilia |
| Place of Publication | Valencia |
| Publisher | Tirant Humanidades |
| Chapter | 26 |
| Pages | 611-633 |
| ISBN (Print) | 9788419071880 |
| Publication status | Published - 2022 |