1. 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 , Manchester

2. 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

3. 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.

4. 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.

5. 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.

6. 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?

7. 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.

8. 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.

9. 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

10. 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

11. 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.

12. 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’

13. 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.’

14. 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.

15. Thank you very much for listening
Your ideas, suggestions and experience
will be very welcome!

16. 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. Griffiths, V. (2007) Experiences of training on an employment-based route into teaching in England, Journal of In-Service Education, 33(1) 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 Tingey, C. (2006) Primary languages GTP: balancing generalist and subject specialist training in initial teacher education. Unpublished article.