Gee Macrory

Pupil progress in the acquisition of the perfect tense in French: the relationship between knowledge and use

The role of explicit knowledge in the teaching and learning of a second language has been the subject of much research. Little of this, however, has taken place within the context of the Modern Foreign Languages in secondary school classrooms in the UK. In this study, we investigate the relationship between knowing and using the perfect tense in French in a small-scale project carried out over two years, involving a small group of learners.

Bringing modern languages into the primary curriculum in England: investigating effective practice in teacher education

This paper presents the results of an investigation into the effectiveness of an initiative in a large education faculty in the North West of England, designed to ensure that all generalist primary teacher trainees on an undergraduate course are prepared to support the implementation of the UK government’s National Languages Strategy in primary schools. The results suggest an overall positive response from trainees, but indicate a need to ensure that schools provide more explicit and targeted support when trainees are on placement.

Bilingual language development: what do early years practitioners need to know?

This paper considers what early years practitioners need to know about bilingual acquisition. It argues that bilingualism is not only an asset in the classroom and the community, but also an individual and family achievement that requires commitment and determination. The different contexts of bilingual acquisition are considered, along with the implication for a successful outcome. In particular, given our current understanding of the processes of language acquisition, the role of the input in each of the two languages will be discussed; the implications of this for early years teachers/practitioners are also considered in order to find the most effective ways of supporting bilingual development in the classroom.

Language Development: What do early years practitioners need to know?

In the light of increased provision for young children in a range of settings, this article considers what it is that early years professionals need to know about language development. It argues that an understanding of typical development is necessary, but not sufficient, and that an understanding of individual variation is vital. Most importantly, however, it is an appreciation of how language is acquired that is needed, in order that appropriate contexts may be provided for young children and their progress understood and fostered.

Technologically enhanced language learning in primary schools in England, France and Spain: developing linguistic competence in a technologically enhanced classroom environment

This paper reports on an EU-funded project (Ref: 134244-2007-UK-COMENIUS-CMP) that explored the impact of technology, notably video-conferencing, on primary school childrens language learning in England, France and Spain. Data were gathered from the children in the project, their teachers and also from trainee teachers placed in the schools. The findings suggest that this technology offers real benefits in the development of intercultural understanding, increases motivation and has interesting implications for language learning processes.

Modern Languages Initial Teacher Education in England: The Impact of School-based Training

This chapter considers the current context for language learning in the UK, how teachers are trained and what the implications of schoolbased training are for second language teacher education (SLTE). It will explore some of the dilemmas that arise when responsibility is shared between school and university, and draws upon a case study of a course in the North West of England to illustrate the issues.

Constructing language: evidence from a French–English bilingual child

This paper presents evidence from a French‐English bilingual child between the ages of two years three months and three years five months, growing up bilingually from birth, with a French mother and English father in an English speaking environment. In focussing upon questions in the child’s two languages, and charting in some detail the emergence of particular structures, it is argued that the data support a growing body of evidence that young children learn language in a piecemeal, item‐by‐item fashion. Furthermore, analysis of the questions in the parents’ two languages suggests that the input also has an important role to play. The implications of these findings are considered with regard to the training of professionals working in early years settings.