Vivienne Griffiths, Carol Tingey, Manuela Thomae

Canterbury Christ Church University

Paper presented at the BERA conference, September 2011, Institute

of Education, London

Outline of talkIntroduction to the researchBackground on Graduate Teacher

Programme (GTP) and primary languagesTheoretical background - Lave and Wenger

(1991) legitimate peripheral participationMethodology - what we will doWhat we have done so farInitial findingsImplications for practice

The researchA one-year Escalate-funded research project.The project aims to: investigate primary languages on university-

led, employment-based Graduate Teacher Programmes

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.

Why the GTP? UK government policyDepartment for Education White Paper (2010) :

We will provide more opportunities for a larger proportion of trainees to learn on the job by improving and expanding the best of the current school-based routes into teaching – school-centred initial teaching training and the graduate teacher programme. Our strongest schools will take the lead and trainees will be able to develop their skills, learning from our best teachers. Increased opportunities for school-based training will suit career changers, new graduates and existing members of the school workforce wanting to learn on the job and receive a salary as they train. (para. 2.21, p. 23)

Graduate Teacher ProgrammeThe GTP is an employment-based route into teachingUniversity-led GTPs often run in parallel to postgraduate

routes (PGCE)Little research on how GTP trainee teachers learn and

develop a professional identity (Griffiths 2007 & 11)Novice teachers learn alongside experienced teachersIntensive and demanding way into teachingCan be highly effective for mature entrants to teaching,

including former teaching assistants or career changersLess suitable for new graduates with little prior

experienceDepends on quality of schools and teachers involved

Primary languages UK behind rest of Europe in language capabilitiesEntitlement to language learning in primary schools since

2002; requirement by 2010 - Languages for All & KS2 Framework for Languages (DfES 2002 & 2005)

Vision to increase knowledge about language, language-learning skills and intercultural understanding through focused language teaching and integrated approaches, including community languages (QCA 2007)

Huge progress: 1 in 4 primary schools now offer languages

Uncertain future of primary languages under current UK government: no commitment to funding since March 2011

Teacher education, GTP and primary languagesDriscoll et al (2004) found some good quality training

but limited opportunities to observe good language teaching

Issues include lack of good language models and specialist teachers; lack of confidence among generalists

Tingey (2006) found that the primary GTP languages pilot for language specialists (2004-6):

enhanced 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?Need to identify level of competence needed to ensure a

generalist teacher can teach languages

Theoretical backgroundLave and Wenger (1991) legitimate peripheral

participation is suited to this study because of focus on how:

newcomers become part of a community of practiceinexperienced learners develop proficiency and

move towards full participation in the communitynovices /apprentices learn from ‘old-timers’Ties in with work-based learning research:

expansive or restricted workplaces (Eraut 2007, Fuller et al. 2007)

Importance of context for learning on job

MethodologyThe research involves:online survey of trainees and early career

teachers in 5 GTPs across England about language competence and experience in school

interviews with language tutors and GTP leads

follow up interviews with 10% samplein-depth case studies of at least 5 NQTs (1 per

GTP) from interview sampleidentification of good materials, training etc

What we have done so farConducted small pilot study (N=21)Responses to online survey: N=206 from 5 GTPs160 GTP trainees: 114 f, 44 m; 46 early career teachers:

43 f, 3mAverage age 38: oldest 55, youngest 22Started telephone interviews : 7 so farCurrently identifying case study teachers for school visitsDifficulties in obtaining access: went to 3 GTP providers in

person and then entered responses on to online surveyDifficulties in setting up interviews: trainees and teachers

are busy people with little time to spare

Initial findings: language competence Diversity and level of language competence:73% have some knowledge of 2 or more languages6 people know 5 languages including their 1st26 languages are known across the sample, including

Chinese, Japanese, Arabic, Punjabi, Urdu, WelshBUT 27% only know English51% have basic to good knowledge of French but

most basic20% have basic to good knowledge of German but

most basiconly 4 have language degrees

Languages on GTP97% have had university session on languagesOften join with primary post-graduates for this3 providers have whole day, 2 have half day16% have had school sessions on languages

(e.g. school inset day)Sessions consist largely of:brief background on primary languagesmodelling of practical ideas to use in schoolsuseful materials and online resources

Observing language teaching Primary languages observed in schools:76% - as a separate subject, usually French50% - integrated approach, e.g. register, counting20% - cross-curricular approach, e.g. thematic16% - after school clubs 10% - other, e.g. day tripsPredominance of separate subject teaching, mainly

French, can be limiting to multi-ethnic schoolsIntegrated and thematic approaches often involve

several languages, including community languagesSeparate teaching is often by visiting specialist

Teaching languages48% teachers use integrated, 22% specialist approach54% GTP trainees have taught some languagesMost use integrated approaches and are enthusiastic:‘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’Found it more difficult if teaching a separate subject:‘Couldn’t find relevant resources’‘French, it went very badly’

Support neededPractical ideas and access to resourcesTraining in and revision of languages Enrichment days and insetMore 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 practiceMore training in languages, though time is shortExamples of good practice in schools and modelling

by expert teachersDetailed insight into levels of language competence

needed to be confident, good role modelUseful resources and practical ideasInnovative approaches to language teaching:e.g. school where Arabic is main languageschools where a wide range of languages are

covered.

Thank you very much for listening

Your ideas, suggestions and experiencewill be most welcome

vivienne.griffiths@canterbury.ac.uk

ReferencesDfES (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.