Project Bilingual education MA in teaching English to

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund From young learner research to teacher training Magdalena Szpotowicz Katarzyna Brzosko-Barratt University of Warsaw

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund OBJECTIVES • To present some findings from research related to early language learning • To present a new MA level programme for English language teachers tailored to preparing teachers for early language learning • “From young learner research to teacher training”

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund FOREIGN LANGUAGE EDUCATION IN POLAND Since 2009 (New Core Curriculum): • Compulsory start at the onset of school education (age 6 or 7) • Second foreign language compulsory from lower secondary (age 12/13) • Provision: 2 -3 lessons per week throughout the system • CEFR levels: end of primary A 1 end of lower secondary A 2/A 2+ end of upper secondary B 1 or B 2

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund From learner research……

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund Research in Polish primary schools Research into factors influencing young learners’ achievements in Poland accessible through the following studies: ELLi. E (Early Language Learning in Europe) – a longitudinal study on a convenience sample of 7 primary schools (2010) ESLC (European Survey on Language Competences) – a representative sample of 182 lower-secondary schools (2011) Polish National Research Study into the Effectiveness of FL Teaching (a representative sample of 172 primary schools) (201114)

Factors influencing young learners’ achievements School Learner variables - amount of time and frequency in the curriculum - status among other subjects - materials and equipment -age -intelligence - attitudes and motivation -gender achievements Home Out-of-school exposure -socioeconomic status (ISEI) -extra lessons in FL -parents’ level of education -parents’ proficiency in FL -easy access through media -contact with speakers of FL

FACTORS INFLUENCING YOUNG LEARNERS’ ACHIEVEMENTS Out-of-school exposure • ELLIE study (Lindgren and Muñoz, 2012) – amount of out-of-school exposure and parents’ use of FL at work influence the results in FL • positive impact of watching television on the acquisition of the target language before children go to school observed in Iceland (Lefever, 2010) • Kuppens (2010) noticed that 11 -year-old Flemish children who watched TV with subtitles performed better in the language tests • positive influence of traditional media (TV) and modern media (internet) on foreign language proficiency level confirmed by ESLC 54 000 students accross Europe (EC 2012)

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund FACTORS INFLUENCING YOUNG LEARNERS’ ACHIEVEMENTS Onset of FL learning • students who declared earlier start in ESLC (EC, 2012: 92) achieved higher results in tests • Polish sample data analysis revealed that almost 1/3 of the participants (15 -year-olds) attend extra courses in TL and 20% have done so since early primary school. Those students achieved higher results in the tests.

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund FACTORS INFLUENCING YOUNG LEARNERS’ ACHIEVEMENTS Parents’ level of education and language proficiency in TL • PISA (OECD 2009), TIMMS and PIRLS (2011) reveal that children’s school achievements are connected with the socio-economic status of their families, also confirmed by ESLC (IBE, 2013: 53) where HISEI (ang. highest occupational status of parents) was taken into account. • Importance of parental support in foreign language learning – Chambers (1999) noticed that the level of children’s motivation was connected with the perceived level of their parents’ language competence.

Polish National Study into School Effectiveness (Szpotowicz, Campfield, Rycielska, 2014) • Parents’ good and very good language proficiency in TL has an influence on their children’s language test results. • Children who attended extra classes scored higher in their langauge tests. Participation in such classes means usually double learning time and confirms earlier studies on the amount of exposure and contact with FL.

Teacher factor in Polish ELLi. E sample Listening scores in 7 ELLi. E schools in Poland (Szpotowicz, 2013)

Implications from research • Considerable differences among student achievements from different schools indicate that reasons for these differences should be identified (further observation study). • Preliminary results of the Polish study into the effectiveness of teaching in primary school (lesson observations) show that considerable amount of time in class is spent on frontal teaching (T-SS or T-S interaction) and working with a coursebook, which reduces individual STT to none or minimal.

Implications from research • The quantity and quality of contact and exposure outside school and support, example set by home enviroment (parents, friends, extended family) seem to have an influence on young learners’ language achievements. • Parents play an important role in FL acquisition – personal learning experience, support and source of exposure. Parents should be encouraged to continue their lifelong language education along with their children – education in families.

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund …. to teacher training

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund New challenges for young learners’ language teachers The new teacher training programme to address the issue of meaningful language use in the language classroom more language use and richer language exposure than FL coursebook material seems to be content and language integrated learning and biligual education.

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund Current situation • Schools (public and private) are under pressure to offer more intensive language programmes including CLIL • More preschools offer language instruction everyday and often bilingual instruction • There is a great need for qualified language teachers who are familiar with language and content integration

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund Programme designed for • The graduates of Faculty of Education specializing in early language teaching (first cycle, Bachelor’s degree) • The graduates of foreign language teacher training colleges (first cycle, Bachelor’s degree) • The graduates of English philology and applied linguistics (first cycle, Bachelor’s degree)

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund Programme designed for • The graduates of Early childhood education (first and second cycle, Bachelor’s and Master’s) with language proficiency at B 2 level • The graduates of Teacher training colleges at B 2 level • International students with previous teacher education background and B 2 level

1. English Language Teaching 2. Language and Linguistics 3. Tools for Professional Development 4. General Education complementary modules core modules Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund 1. Practical English 2. Early Childhood Education

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund 3 PATHS • Path 1 – The graduates of Early Child Education who need to reach the C 1 language level complete the complementary language module 1 and a language self-access project. • Path 2 – The graduates of language departments will complete the complementary Early Child Education module 2. • Path 3 – Students with C 1 certificate and Early Child Education, either with Bachelor’s or Master’s, or students with a Bachelor’s degree in Early Language Education will complete additional student practice in bilingual context and individual and research projects.

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund Path 1 Path 2 Path 3 Year 1 Compulsory modules 1, 2, 3 Year 2 Compulsory 4 Complementary 1 Complementary 2 Research project Self-access Here copy the modules projects Research in the area of bilingual education Individual projects General university courses MA seminar and thesis

Core module 1: English Language Teaching subject Teaching mode No. hours ECTS points Overview of English teaching approaches and methods lecture 30 3 Teaching English to young workshop learners Assessing and Evaluating YL workshop Language Teaching and Learning 60 6 30 3 Introduction to CLIL workshop 30 3 Literature and Drama in ELT workshop 30 3 Teaching literacy in bilingual settings 30 3 discussion class

Core module 3: Tools for Professional Development Subject Teaching mode workshop No. hours ECTS points 30 4 discussion class 30 3 Research methods in education Professional and academic discourse lecture 30 4 lecture 30 3 Practicum and clinic workshop 60+30 6 Tools of reflective teaching: (Introduction to Teaching Portfolio) Action research: The design and carrying out of a smallscale teacher research study

Core module 2: Language and Linguistics subject Second Language Acquisition and Classroom Language Learning English phonetics Pedagogical grammar Teaching mode lecture No. hours 60 ECTS points workshop 30 3 discussion classes 30 3 6

Core module 4 General Education subject Teaching mode Educational psychology lecture Philosophy of education lecture Special Education Discussion class Bilingualism/Multicultura Discussion lism: Critical Issues and class practices Early Childhood Discussion Education class CLIL in different contexts lecture Curriculum studies discussion No. hours 30 30 30 ECTS points 4 4 3 30 30 4 3

Do you have any questions? Would you like to offer advice concerning the launch of the new programme? Thank you.

Project Bilingual education. MA in teaching English to young learners as a second and foreign language co-financed by the European Union under the European Social Fund Selected references: Chambers, G. (1999). Motivating Language Learners. Clevedon: Multilingual Matters. Enever J. (2011). Early Language Learning in Europe. London, UK: The British Council. IBE (2013). Raport krajowy badania ESLC. Warszawa: Instytut Badań Edukacyjnych. European Council. 2012. First European Survey on Language Competences – final report. Brussels. Kuppens, A. H. (2010). Incidental foreign language acquisition from media exposure. Learning, Media and Technology 35, 65 -85. Lefever, S. C. (2010). English skills of young learners in Iceland. Paper presented at Menntakvika Conference, Reykjavik. Lindgren, E. & Munoz, C. (2012). The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension. International Journal of Multilingualism, 1 -25. PISA 2009 Results: Executive Summary. (2009). PISA, OECD Publishing. Szpotowicz, M. 2013. Language Achievements of Polish Young Learners: Evidence from the ELLi. E Study. In: D. Gabryś-Barker, E. Piechurska, J. Zybert. Investigations in Teaching and Learning Languages. Springer. Szpotowicz, M. , D. Campfield, L. Rycielska. Język angielski – czynniki wpływające na poziom umiejętności uczniów. In: Raport tematyczny z badania SUEK (unpublished IBE report)