Bringing the Brain to Bear on Context and Policy in Primary Languages Practice in England

Autor/in	Phillips, Magdalen
Titel	Bringing the Brain to Bear on Context and Policy in Primary Languages Practice in England
Quelle	In: IAFOR Journal of Language Learning, 3 (2017) 2, S.213-247 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2188-9554
Schlagwörter	Foreign Countries; Elementary Education; Elementary School Students; Brain Hemisphere Functions; Phonology; Teaching Methods; Developmentally Appropriate Practices; Neurology; Biology; Educational History; Literacy Education; English Instruction; Phonics; Language Skills; Language of Instruction; Second Language Learning; Learning Theories; Literature Reviews; Educational Policy; Decoding (Reading); Pronunciation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Fonologie; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Neurologie; Biologie; History of education; Bildungsgeschichte; English langauage lessons; Englischunterricht; Language skill; Sprachkompetenz; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Learning theory; Lerntheorie; Politics of education; Bildungspolitik; Dekodierung; Aussprache
Abstract	The learning of modern languages in primary school (PL) was recently promoted to statutory status in the curriculum of England and Wales, but practice remains patchy. Low PL capacity amongst primary school teachers and constraints on curricular time persist. Viewed through the lenses of policy, learning theory and context, current PL practice can be problematised to find solutions. Neurobiological evidence attests to how the young brain learns language, particularly its heightened sensitivity to language phonology. Additionally, policy documents' currently eclectic approach is discussed. Activity Theory's framework is employed to interconnect such contextual and theoretical factors. The evidence suggests that without optimising the PL environment, learning may be at least ineffective, or at worst, detrimental to pupils' future language learning. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: https://iafor.org/journal/iafor-journal-of-language-learning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01