1+2 Languages: An investigation into the potential impact of technology on pupil confidence in spoken language, with primary five children, in an area of high deprivation

Abstract

There are many benefits of learning an additional language. In Scotland, the ‘1+2 Languages’ policy entitles children to learn an additional language from primary one through to third year of secondary school. This policy also provides an opportunity to learn a second additional language from primary five onwards. Previous to the current ‘Curriculum for Excellence’, introduced in 2010, the ‘5-14 Curriculum’ incorporated modern languages. Consideration of past and present Scottish curricula are given in this study as are perspectives from other countries. Across different contexts, when learning to speak in an additional language, it is found that many learners lack confidence which is a key focus of this study.

The overall aim of this research was to improve pupil confidence, with the support of technology, when speaking Spanish. The research was conducted with primary five children between March and June 2020. Unfortunately, schools had to close due to the global pandemic of COVID-19 and teaching and learning was delivered online. Therefore, this study was undertaken partly in the classroom and partly through online teaching. Fortunately, the study could continue with minor changes to the original plan of intervention due to additional languages being part of ongoing teaching and learning.

A case study methodology was implemented in order to address the research question and subsequent questions. Furthermore, to contribute holistic and conclusive answers to these questions, a variety of methods of both qualitative and quantitative nature were chosen. The methods included: structured questionnaires; semi-structured interviews; online tools; and a reflective learning journal.

The key finding of this study was that pupil engagement, enjoyment and subsequently confidence increased when games-based technology was used as the main method of teaching and learning. However, barriers were identified and overcome before pupils could be successful in their learning. The main barrier, which became more evident during school closures, was a lack of access to online learning. It was also found that the majority of pupils who did not engage in the online learning were from an area of the highest deprivation.

The findings of this study contribute towards the literature surrounding: additional language learning; pupil confidence; and the use of technology in the primary school. The findings are significant in contributing towards both the Scottish context and in providing an insight into learning at home during the global pandemic. Implications for practice can be considered for future additional language teaching as well as the accessibility for children in relation to future learning at home activities.