{"id":5428,"date":"2024-07-02T21:10:01","date_gmt":"2024-07-02T20:10:01","guid":{"rendered":"https:\/\/research.reading.ac.uk\/celm\/?p=5428"},"modified":"2024-07-03T11:30:05","modified_gmt":"2024-07-03T10:30:05","slug":"supporting-primary-languages-teachers-insights-from-two-education-projects","status":"publish","type":"post","link":"https:\/\/research.reading.ac.uk\/celm\/supporting-primary-languages-teachers-insights-from-two-education-projects\/","title":{"rendered":"Supporting Primary Languages Teachers: Insights from Two Education Projects"},"content":{"rendered":"<p>[vc_row][vc_column][vc_column_text]<\/p>\n<p style=\"text-align: justify\"><em>By <a href=\"https:\/\/www.reading.ac.uk\/education\/staff\/suzanne-graham\" target=\"_blank\" rel=\"noopener\">Suzanne Graham<\/a> (Professor in the <a href=\"https:\/\/www.reading.ac.uk\/education\/\" target=\"_blank\" rel=\"noopener\">Institute of Education<\/a>)<\/em><\/p>\n<p style=\"text-align: justify\">We\u2019re excited to share some fascinating insights from two ongoing research projects involving members of CeLM. These projects are shedding light on critical issues in primary language education.<\/p>\n<p style=\"text-align: justify\"><strong>Progression in Primary Languages (PiPL)<br \/>\n<\/strong>The <strong>Progression in Primary Languages (<\/strong><a href=\"https:\/\/research.reading.ac.uk\/progression-primary-languages\/\"><strong>PiPL<\/strong><\/a><strong>)<\/strong> project, led by Rowena Kasprowicz at the Institute of Education, University of Reading, is all about understanding how young learners progress in languages from Year 3 to Year 6. But it doesn&#8217;t stop there. The project is also exploring what teachers know about the National Curriculum\u2019s expectations, the clarity of current curriculum guidance, how to assess progress, and what teachers believe is the main aim of teaching primary languages.<\/p>\n<p style=\"text-align: justify\">A national survey conducted as part of PiPL received responses from 151 teachers responsible for teaching primary languages in state schools. The respondents included both generalist class teachers and specialist language teachers. Here are some key takeaways:<\/p>\n<ul style=\"text-align: justify\">\n<li><strong>Need for More Guidance<\/strong>: Teachers expressed a strong need for clearer curriculum guidance on what should be taught and what learners should achieve by the end of each year group and at the end of primary school.<\/li>\n<li><strong>Assessment Challenges<\/strong>: Many teachers, especially generalist class teachers, reported a lack of confidence in assessing learner progress.<\/li>\n<li><strong>Cultural Awareness<\/strong>: Despite these challenges, teachers highlighted the importance of language learning in developing students&#8217; cultural awareness and helping them become global citizens.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-5434 size-full\" style=\"font-weight: 400;letter-spacing: 0.08px\" title=\"Les singes et la s\u00e9cheresse (French), relevelled by Graham, S., Porter, A., &amp;amp; Turner, J. (\u00a9 Graham, Porter, Turner 2024) based on original story Les singes et la s\u00e9cheresse (French), written by Alice Edui, illustrated by Salim Kasamba, translated by Sak Untala, published by StoryWeaver, Pratham Books under a CC BY 4.0 license on StoryWeaver. Read, create and translate stories for free on www.storyweaver.org.in\" src=\"https:\/\/research.reading.ac.uk\/celm\/wp-content\/uploads\/sites\/105\/2024\/07\/Blog-July-2024-1.png\" alt=\"\" width=\"366\" height=\"219\" srcset=\"https:\/\/research.reading.ac.uk\/celm\/wp-content\/uploads\/sites\/105\/2024\/07\/Blog-July-2024-1.png 366w, https:\/\/research.reading.ac.uk\/celm\/wp-content\/uploads\/sites\/105\/2024\/07\/Blog-July-2024-1-300x180.png 300w\" sizes=\"auto, (max-width: 366px) 100vw, 366px\" \/><\/p>\n<p style=\"text-align: justify\"><strong>Digital Empowerment in Language Teaching (DELTEA)<br \/>\n<\/strong>The <strong>Digital Empowerment in Language Teaching (<\/strong><a href=\"https:\/\/ripl.uk\/deltea\/\"><strong>DELTEA<\/strong><\/a><strong>)<\/strong> project, led by Alison Porter from the University of Southampton, with Suzanne Graham and Anthony Zhang from Reading\u2019s Institute of Education, is exploring how digital technology can support language teachers. The focus is on enhancing teachers\u2019 sense of competence, autonomy, and relatedness, all of which are crucial for their <span style=\"text-align: justify;letter-spacing: 0.08px\">well-being.<\/span><\/p>\n<p style=\"text-align: justify\">Throughout 2023, DELTEA developed nine online digital professional development (DPD) modules. These modules aimed to improve teachers\u2019 skills in using digital stories to promote foreign language literacy, vocabulary, phonics, and intercultural understanding. Here\u2019s what the project found:<\/p>\n<ul style=\"text-align: justify\">\n<li><strong>Initial Teacher Confidence<\/strong>: Before the DPD modules, teachers completed a questionnaire to rate their language proficiency, autonomy, and sense of competence in various teaching aspects, including assessing progress and developing intercultural understanding. Teachers with lower self-rated language proficiency felt less confident, particularly in assessing progress.<\/li>\n<li><strong>Impact of DPD Modules<\/strong>: After completing the DPD modules and completing the same questionnaire as before, teachers reported increased autonomy, especially those working within a constrained curriculum. They also felt more competent in teaching literacy and fostering students&#8217; cultural insights, creativity, and empathy.<\/li>\n<\/ul>\n<p style=\"text-align: justify\"><strong>What&#8217;s Next?<br \/>\n<\/strong>So, what\u2019s on the horizon for these projects?<\/p>\n<ul style=\"text-align: justify\">\n<li><strong>PiPL<\/strong>: The team is half way through the second year of collecting pupil language data, focusing on how motivation and learning context influence progress.<\/li>\n<li><strong>DELTEA<\/strong>: In 2024, the DELTEA team has been working with DPD teachers to implement classroom interventions using digital stories and a phonics AI app. The findings will be rolled out as part of a MOOC for teachers across all nations of the UK in 2025.<\/li>\n<\/ul>\n<p style=\"text-align: justify\">Stay tuned for more updates on these exciting projects!<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-5435 size-full\" title=\"\u00a9 NITER LTD 2024\" src=\"https:\/\/research.reading.ac.uk\/celm\/wp-content\/uploads\/sites\/105\/2024\/07\/Blog-July-2024-2.png\" alt=\"\" width=\"390\" height=\"179\" srcset=\"https:\/\/research.reading.ac.uk\/celm\/wp-content\/uploads\/sites\/105\/2024\/07\/Blog-July-2024-2.png 390w, https:\/\/research.reading.ac.uk\/celm\/wp-content\/uploads\/sites\/105\/2024\/07\/Blog-July-2024-2-300x138.png 300w\" sizes=\"auto, (max-width: 390px) 100vw, 390px\" \/>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][vc_column_text] By Suzanne Graham (Professor in the Institute of Education) We\u2019re excited to share some fascinating insights from two ongoing research projects involving members of CeLM. These projects are shedding&#8230;<a class=\"read-more\" href=\"&#104;&#116;&#116;&#112;&#115;&#58;&#47;&#47;&#114;&#101;&#115;&#101;&#97;&#114;&#99;&#104;&#46;&#114;&#101;&#97;&#100;&#105;&#110;&#103;&#46;&#97;&#99;&#46;&#117;&#107;&#47;&#99;&#101;&#108;&#109;&#47;&#115;&#117;&#112;&#112;&#111;&#114;&#116;&#105;&#110;&#103;&#45;&#112;&#114;&#105;&#109;&#97;&#114;&#121;&#45;&#108;&#97;&#110;&#103;&#117;&#97;&#103;&#101;&#115;&#45;&#116;&#101;&#97;&#99;&#104;&#101;&#114;&#115;&#45;&#105;&#110;&#115;&#105;&#103;&#104;&#116;&#115;&#45;&#102;&#114;&#111;&#109;&#45;&#116;&#119;&#111;&#45;&#101;&#100;&#117;&#99;&#97;&#116;&#105;&#111;&#110;&#45;&#112;&#114;&#111;&#106;&#101;&#99;&#116;&#115;&#47;\">Read More ><\/a><\/p>\n","protected":false},"author":24,"featured_media":5441,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"__cvm_playback_settings":[],"__cvm_video_id":"","footnotes":""},"categories":[2,164,5],"tags":[],"class_list":["post-5428","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-education","category-news"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Supporting Primary Languages Teachers: Insights from Two Education Projects - Centre for Literacy and Multilingualism<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/research.reading.ac.uk\/celm\/supporting-primary-languages-teachers-insights-from-two-education-projects\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Supporting Primary Languages Teachers: Insights from Two Education Projects - Centre for Literacy and Multilingualism\" \/>\n<meta property=\"og:description\" content=\"[vc_row][vc_column][vc_column_text] By Suzanne Graham (Professor in the Institute of Education) We\u2019re excited to share some fascinating insights from two ongoing research projects involving members of CeLM. These projects are shedding...Read More &gt;\" \/>\n<meta property=\"og:url\" content=\"https:\/\/research.reading.ac.uk\/celm\/supporting-primary-languages-teachers-insights-from-two-education-projects\/\" \/>\n<meta property=\"og:site_name\" content=\"Centre for Literacy and Multilingualism\" \/>\n<meta property=\"article:published_time\" content=\"2024-07-02T20:10:01+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2024-07-03T10:30:05+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/research.reading.ac.uk\/celm\/wp-content\/uploads\/sites\/105\/2024\/07\/tablet-classroom-picture-e1720001656871.png\" \/>\n\t<meta property=\"og:image:width\" content=\"400\" \/>\n\t<meta property=\"og:image:height\" content=\"312\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"Ian Cunnings\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@UniRdg_HCIC\" \/>\n<meta name=\"twitter:site\" content=\"@UniRdg_HCIC\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Ian Cunnings\" \/>\n\t<meta name=\"twitter:label2\" content=\"Estimated reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"3 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/supporting-primary-languages-teachers-insights-from-two-education-projects\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/supporting-primary-languages-teachers-insights-from-two-education-projects\/\"},\"author\":{\"name\":\"Ian Cunnings\",\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/#\/schema\/person\/961d122d87dcfca22fdca3d87971ee09\"},\"headline\":\"Supporting Primary Languages Teachers: Insights from Two Education Projects\",\"datePublished\":\"2024-07-02T20:10:01+00:00\",\"dateModified\":\"2024-07-03T10:30:05+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/supporting-primary-languages-teachers-insights-from-two-education-projects\/\"},\"wordCount\":529,\"publisher\":{\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/#organization\"},\"articleSection\":[\"Blog\",\"Education\",\"News\"],\"inLanguage\":\"en-GB\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/research.reading.ac.uk\/celm\/supporting-primary-languages-teachers-insights-from-two-education-projects\/\",\"url\":\"https:\/\/research.reading.ac.uk\/celm\/supporting-primary-languages-teachers-insights-from-two-education-projects\/\",\"name\":\"Supporting Primary Languages Teachers: Insights from Two Education Projects - 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