Developing children’s language learner strategies at primary school.doc

Developing children’s language learner strategies at primary school This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show that the six children developed a range of strategies over the course of a calendar year in spite of receiving no direct strategy instruction. The primary classroom encouraged learner autonomy and stimulated children to reflect on their learning which, in turn, enabled them to refine their strategies. Keywords: strategies; experiences; primary school; sociocultural theory Introduction The teaching of foreign languages is now mandatory in primary schools in most EU countries (European Commission 2008, 2009). In England primary languages were to become compulsory with the new primary national curriculum (QCDA 2010) but the new government did not pass the law and there is currently a question mark over the future of foreign languages. Research findings on primary language learning have demonstrated that it increases children’s self-esteem, enhances their motivation and enthusiasm for language learning and contributes to the development of positive attitudes towards other cultures (Blondin et al. 1998; Kubanek-German 1998; Naysmith 1999; Pufahl et al. 2000). Researchers working in the field of bilingualism (Baker 2006; Cummins 1976; Hamers Blanc 1989) have mentioned heightened metalinguistic and metacognitive awareness as additional gains. Metacognitive awareness fosters the development of language learner strategies which, in turn, has the potential to enhance proficiency, self-regulation and independent learning. Although learner strategies play a key role in learning, strategy instruction is currently not a general feature of classroom teaching (Beckman 2