The barriers presented in the above framework are likely to restrict the possibilities of implementing cross-curricular language projects within the school where the research took place. Therefore, in order to successfully implement any cross-curricular language project centred on the student-based framework for cross-curricular language teaching, the above barriers would first have to be addressed. The importance that the participants, school, and government place on G.C.S.E. examinations promotes strong levels of extrinsic / institutional motivations within students. These motivations were evident in the Year 9 students who were interviewed. If these types of motivations are being nurtured in students starting the Key Stage Four syllabuses, who are still two years away from sitting their G.C.S.E. exams, how strong are they likely to be when they reach year 11? From experience of working in the school, some students, when reaching the second and third terms of Year 11, demonstrate such high levels of introjected regulation that they find it difficult to focus on anything but their performance in their forthcoming exams. This introjected regulation produces stress and anxiety for many students in the school. Participant perspectives suggested that the topics that participants want to study as part of any cross-curricular language project do not feature in the language exam papers, and therefore, as extrinsic motivations seem to dominate intrinsic motivations for many students at Key Stage Four, although students would be interested in studying such topics, they would choose not to as it would not help them succeed in the exams.
The barriers presented in the above framework are likely to restrict the possibilities of implementing cross-curricular language projects within the school where the research took place. Therefore, in order to successfully implement any cross-curricular language project centred on the student-based framework for cross-curricular language teaching, the above barriers would first have to be addressed. The importance that the participants, school, and government place on G.C.S.E. examinations promotes strong levels of extrinsic / institutional motivations within students. These motivations were evident in the Year 9 students who were interviewed. If these types of motivations are being nurtured in students starting the Key Stage Four syllabuses, who are still two years away from sitting their G.C.S.E. exams, how strong are they likely to be when they reach year 11? From experience of working in the school, some students, when reaching the second and third terms of Year 11, demonstrate such high levels of introjected regulation that they find it difficult to focus on anything but their performance in their forthcoming exams. This introjected regulation produces stress and anxiety for many students in the school. Participant perspectives suggested that the topics that participants want to study as part of any cross-curricular language project do not feature in the language exam papers, and therefore, as extrinsic motivations seem to dominate intrinsic motivations for many students at Key Stage Four, although students would be interested in studying such topics, they would choose not to as it would not help them succeed in the exams.
Using_Pupil_Voice_to_Investigate_Students'_Thoughts_and_Opinions_on_Cross-Curriculum_Language_Teaching.docx