Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co‐creation project on French, German and Spanish

Michelle Sheehan*, Anna D. Havinga, Jonathan R. Kasstan, Sascha Stollhans, Alice Corr, Peter Gillman

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

115 Downloads (Pure)

Abstract

Linguistics is conspicuously absent from language teaching in UK schools. A‐level cultural topics cover a range of themes such as cyber‐society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because linguistics is appealing to many language students and perceived by them to be useful, but also because the existing cultural topics could be significantly enriched by the inclusion of the critical/analytical study of language itself. In this paper, we provide concrete examples of how linguistics can be integrated into the existing A‐level curriculum for Modern Foreign Languages (MFL) in England and Wales. Reporting on a project in which teachers trialled linguistics materials co‐created by us (a group of academics) and experienced languages teachers, we present evidence that linguistics materials are perceived to be both highly novel and nonetheless compatible with the existing A‐level curriculum. Data from questionnaires and semi‐structured interviews with participating teachers also show that: (i) these new materials can be taught with little or no prior experience of linguistics; and (ii) adding linguistics materials to the curriculum leads to significant impacts on teacher and pupil attitudes towards language(s). Despite some challenges, which we also discuss, the results highlight again the great potential of linguistics as a component of language teaching and the contribution that it can make to the enrichment of the discipline.
Original languageEnglish
JournalBritish Educational Research Journal
Early online date25 Mar 2024
DOIs
Publication statusE-pub ahead of print - 25 Mar 2024

Bibliographical note

Funding:
This work was funded by Language Acts and Worldmaking, part of the Arts and Humanities Research Council's Open World Research Initiative, an Impact Accelerator Grant from the University of Bristol and a Research Start-up Grant from the Faculty of Humanities and Social Science, Newcastle University.

Keywords

  • Modern Foreign Languages (MFL)
  • participatory research
  • pedagogical linguistics
  • languages teaching
  • co‐creation

Fingerprint

Dive into the research topics of 'Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co‐creation project on French, German and Spanish'. Together they form a unique fingerprint.

Cite this