Teacher education for primary languages: higher education’s role in employment-based routes Vivienne Griffiths, Carol Tingey, Manuela Thomae Canterbury Christ Church University Paper presented at the TEAN conference, May 20 2011, Manchester

Outline of talk Introduction to the research Background on GTP and primary languages Methodology - what we will do What we have done so far Initial findings Implications for practice

The research A one-year Escalate-funded research project. The project aims to: investigate primary languages on university-led Graduate Teacher Programmes at Key Stage 2 identify what factors affect trainee teachers’ primary language learning, e.g. GTP provider, school context highlight ways in which GTP provision of primary languages can be enhanced. The presentation is based on initial findings from an Escalate-funded research project investigating primary languages on the Graduate Teacher Programme, an employment-based route into teaching in England.

Graduate Teacher Programme The GTP is an employment-based ITE route University-led GTPS often run in parallel to PGCE Little research on how GTP trainee teachers develop a professional identity (Griffiths 2007 & 11) Intensive and demanding way into teaching Can be highly effective for mature entrants to teaching, including former TAs or career changers Ties in with work-based learning research (Eraut 2007, Fuller et al. 2007) Escalate was funding research on work-based learning and I’d done research on the GTP before. Relates to research on expansive or restricted workplace cultures that Jean Murray talked about earlier.

Primary languages UK behind rest of Europe in language capabilities. Entitlement to language learning in primary schools since Languages for All (DfES 2002); requirement by 2010 KS2 Framework for Languages (DfES 2005) Vision to increase language diversity and intercultural awareness through focused language teaching and integrated approaches, including community languages Driscoll et al (2004) found some good quality training but limited opportunities to observe good language teaching. Uncertain future of primary languages under coalition.

Primary GTP languages Issues include lack of good language models and specialist teachers; lack of confidence among generalists. Need to identify level of competence needed to ensure a generalist teacher can teach languages. Tingey (2006) found that the Primary GTP languages pilot for MFL specialists (2004-6): enhanced MFL specialist trainees’ language skills through a European placement enabled them to contribute to language teaching and take language leadership roles in schools. But what about generalist trainee teachers?

Methodology The research will involve: online questionnaire to trainees and NQTs in 5 GTPs across England about language competence and experience during ITE interviews with language tutors and GTP leads follow up interviews with 10% sample in-depth case studies of at least 5 NQTs (1 per GTP) from interview sample identification of good materials, training etc. Looking at university or centre-based training sessions as well as school experience.

What we have done so far Conducted a small pilot study to try out the questionnaires and focus group interviews. Difficulties in obtaining access to GTPs, as providers are gatekeepers to trainees & NQTs. Easier to go to GTP providers in person and then enter responses on to online survey. 94 GTP trainees & 43 NQTs so far from 3 GTPs. Further 74 responses from 2 GTPs not yet entered online.

Initial findings 94 trainees: 30 men, 64 women. Diversity and range of language competence: 4 have language degrees 91% have basic or good knowledge of French 23% have basic or good knowledge of German 17% have basic or good knowledge of Spanish 4 people know 5 languages including their 1st 13 languages are known across the sample. Include Chinese, Russian, Punjabi, Urdu, Italian

Languages on GTP 97% have had university session on languages Often join with primary PGCEs for this 50% were whole day, 50% half day 12% have had school session on languages (e.g. MFL school inset) Sessions consist largely of: brief background on primary languages practical ideas to use in schools useful materials and online resources

Observing language teaching Primary languages observed in schools: 76% - as a separate subject, usually French 53% - integrated approach, e.g. register, counting 18% - cross-curricular approach, e.g. thematic 16% - after school clubs 7% - other, e.g. day trips Predominance of separate subject teaching, mainly French, can be limiting to multi-ethnic schools Integrated and thematic approaches often involve several languages, including community languages Most teaching in KS2 and often by visiting specialist. Predominance of French matches trainees’ own subject knowledge, but is limiting, especially in multi-ethnic schools.

Teaching languages 64% have taught some languages, 34% not Ranges from helping with some lessons to taking a lesson each week. Most teach French in KS2. ‘I use French instruction on a daily basis and I always take the register in a wide range of languages.’ ‘Have taken register myself in French, Russian & Latin’ ‘Cross-curricular art/German lesson’ ‘Briefly, but couldn’t find relevant resources’ ‘French, it went very badly’

Support needed practical ideas and access to resources training in and revision of languages enrichment days and inset more opportunities to observe and teach languages Range of confidence: ‘From observations and subject days, I’m pretty confident I could cope.’ ‘I think specialist teachers are a great idea. I’m happy to teach the basic French I know but don’t feel I’m giving the children the best possible start in languages.’

What we need: implications for practice More training in languages, though time is short More examples of good practice in schools More detailed insight into levels of language competence needed to be confident, good role model Useful resources and practical ideas Innovative approaches to language teaching: e.g. school where Arabic is main language schools where a wide range of languages are covered.

Thank you very much for listening Your ideas, suggestions and experience will be very welcome! viv.griffiths@canterbury.ac.uk

References DfES (2002) Languages for All: Languages for Life, a Strategy for England. London: DfES. DfES (2005) Key Stage 2 Framework for Languages. London: DfES. Driscoll, P., Jones, J. & Macrory, G. (2004) The provision of foreign language learning for pupils at Key Stage 2. http://publications.dcsf.gov.uk/eOrderingDownload/RR572.pdf Griffiths, V. (2007) Experiences of training on an employment-based route into teaching in England, Journal of In-Service Education, 33(1) 107-123. Griffiths, V. & Driscoll, P. (2010) ‘Languages, diversity and communities: language learning policies and primary practice in England,’ in C. Govaris & S. Kaldi (eds) Intercultural Education in Europe. Berlin: Waxmann, pp. 37-57. Tingey, C. (2006) Primary languages GTP: balancing generalist and subject specialist training in initial teacher education. Unpublished article.