Creativity, Challenge and Culture in the Languages Classroom: A Response to the Ofsted Curriculum Research Review

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  • Author(s): Porter, Alison (ORCID Porter, Alison (ORCID 0000-0002-8462-1909); Graham, Suzanne (ORCID Graham, Suzanne (ORCID 0000-0002-7743-3977); Myles, Florence (ORCID Myles, Florence (ORCID 0000-0003-4700-700X); Holmes, Bernardette
  • Language:
    English
  • Source:
    Language Learning Journal. 2022 50(2):208-217.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Creativity; Second Language Learning; Second Language Instruction; Learning Processes; Metacognition; Curriculum Development; Cultural Awareness; Authentic Learning; Learning Motivation; Teaching Methods; Linguistic Input; Learning Activities; Self Efficacy; Elementary Secondary Education; Foreign Countries
    • Subject Terms:
      United Kingdom (England)
    • Accession Number:
      10.1080/09571736.2022.2046358
    • ISSN:
      0957-1736
      1753-2167
    • Abstract:
      In this opinion piece we problematise foreign language (FL) learning curricula which are rigidly based on carefully sequenced input and constrained learning opportunities. Whilst an important component in language learning, language knowledge constitutes more than phonics vocabulary and grammar. Our stance is premised on the understanding that, whether novice or expert, an FL learner is not a 'tabula rasa'. In other words, every learner will have existing linguistic, social and cultural knowledge and skills, as well as cognitive and developing metacognitive resources which have the potential to both support and frustrate the language learning process. This, in turn, problematises a structured approach to teaching and learning which rests on carefully sequenced input, constrained learning opportunities and minimal exposure to unfamiliar language. We propose that FL curricula should be centred around opportunities to actively communicate in the language, supported by rich and plentiful input. We suggest that, to foster emotional engagement and intrinsic motivation, young FL learners should engage with cultural artefacts and authentic content in the target language. In addition, learning activities which offer both challenge and enough scaffolding to experience success are likely to support self-efficacy which is linked to motivation.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1344952