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Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE / SIAN BROOKS

Swansea University Author: SIAN BROOKS

DOI (Published version): 10.23889/SUthesis.64951

Abstract

At a time of significant curriculum reform in Wales, this study sought to establish the perceptions of teachers of Welsh, English and international languages in secondary English-medium schools in Wales to the grouping of their languages into a curriculum area of Language, Literacy and Communication...

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Published: Swansea, Wales, UK 2023
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Crick, T., Knight, C., and Lewis, H.
URI: https://cronfa.swan.ac.uk/Record/cronfa64951
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first_indexed 2023-11-09T15:49:48Z
last_indexed 2023-11-09T15:49:48Z
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spelling v2 64951 2023-11-09 Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE 853f7beb7dfea8c44ef05fd3802328bf SIAN BROOKS SIAN BROOKS true false 2023-11-09 At a time of significant curriculum reform in Wales, this study sought to establish the perceptions of teachers of Welsh, English and international languages in secondary English-medium schools in Wales to the grouping of their languages into a curriculum area of Language, Literacy and Communication, an understanding of the challenges they are facing as well as their confidence in in the pedagogical practices needed to teach elements of What Matters statement 1: Languages connect us. The assumptions explored were that teachers of Welsh, English and international languages are having significant issues with teaching What Matters statement 1: Languages connect us, crosslinguistic influence between the languages taught in Wales is beneficial to pupils and teachers and exploiting this benefit requires new or different pedagogy. This mixed methods research project adopted a case study approach, and nine language teachers were interviewed. The resultant qualitative data was cross-validated by a survey sent to all secondary schools in Wales. From this data emerged genuine concerns by teachers about the grouping of languages, the challenge of collaborating with colleagues and fears about new monitoring and assessment procedures with an unchanged GCSE as end goal. Recommendations from this study include instigating collaborative Welsh context-specific research into crosslinguistic influence, creating a pedagogical centre of excellence for this curriculum area, curating a shared knowledge-base for student teachers of Welsh, English and modern languages in teacher education, auditing and monitoring the status of international languages, and providing teachers with a roadmap for future changes to assessment in Wales to allay their fears. E-Thesis Swansea, Wales, UK Crosslinguistic, modern foreign languages, curriculum, multilingualism, plurilingualism, SLA, TLA 23 10 2023 2023-10-23 10.23889/SUthesis.64951 COLLEGE NANME COLLEGE CODE Swansea University Crick, T., Knight, C., and Lewis, H. Doctoral Ph.D Swansea University (partially) Swansea University (partially) 2023-11-09T15:54:12.4262562 2023-11-09T15:45:10.2599550 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies SIAN BROOKS 1 64951__28982__21e89a7551ba47f5ba2a517d4c44a1d3.pdf 2023_Brooks_S.final.64951.pdf 2023-11-09T15:50:09.0663232 Output 6348369 application/pdf E-Thesis – open access true Copyright: The Author, Siân Brooks, 2023. true eng
title Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE
spellingShingle Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE
SIAN BROOKS
title_short Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE
title_full Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE
title_fullStr Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE
title_full_unstemmed Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE
title_sort Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE
author_id_str_mv 853f7beb7dfea8c44ef05fd3802328bf
author_id_fullname_str_mv 853f7beb7dfea8c44ef05fd3802328bf_***_SIAN BROOKS
author SIAN BROOKS
author2 SIAN BROOKS
format E-Thesis
publishDate 2023
institution Swansea University
doi_str_mv 10.23889/SUthesis.64951
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
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description At a time of significant curriculum reform in Wales, this study sought to establish the perceptions of teachers of Welsh, English and international languages in secondary English-medium schools in Wales to the grouping of their languages into a curriculum area of Language, Literacy and Communication, an understanding of the challenges they are facing as well as their confidence in in the pedagogical practices needed to teach elements of What Matters statement 1: Languages connect us. The assumptions explored were that teachers of Welsh, English and international languages are having significant issues with teaching What Matters statement 1: Languages connect us, crosslinguistic influence between the languages taught in Wales is beneficial to pupils and teachers and exploiting this benefit requires new or different pedagogy. This mixed methods research project adopted a case study approach, and nine language teachers were interviewed. The resultant qualitative data was cross-validated by a survey sent to all secondary schools in Wales. From this data emerged genuine concerns by teachers about the grouping of languages, the challenge of collaborating with colleagues and fears about new monitoring and assessment procedures with an unchanged GCSE as end goal. Recommendations from this study include instigating collaborative Welsh context-specific research into crosslinguistic influence, creating a pedagogical centre of excellence for this curriculum area, curating a shared knowledge-base for student teachers of Welsh, English and modern languages in teacher education, auditing and monitoring the status of international languages, and providing teachers with a roadmap for future changes to assessment in Wales to allay their fears.
published_date 2023-10-23T15:54:16Z
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score 11.030429

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