Alison Porter
An early start to foreign language literacy in English primary school classrooms
University of Southampton
study investigated systematic principled teaching foreign language fl literacy two young learner classrooms england course 23 weeks two classes 911 year olds n 45 learned spoken written language integrated pedagogy underpinning rationale explore principled ways teaching fl literacy young beginner learners study also set document nature linguistic progression potential attrition primary school foreign language classrooms measuring range fl outcomes receptive vocabulary elicited imitation general proficiency reading aloud reading comprehension literacy found 45 participants made slow statistically significant longterm progress latter evidenced limited attrition across fl general proficiency fl literacy constructs qualitative data showed children enjoyed aspects literacy instruction opportunities experiment fl use findings potential inform young fl learning empirical pedagogic evidence particularly relating teaching learning fl literacy primary school settings