A Study to Examine the Reactivation of Language Skills in a P.G.C.E. Modern Foreign Language Programme

<p> </p> <p>Modern languages students who are training to be languages teachers not</p> <p>only have to learn the craft of the profession but are also under constant</p> <p>pressure to maintain their foreign language skills, especially as they have to</p> <p>put their language competence under the close scrutiny of their mentors and</p> <p>university tutors in the challenging environment of the classroom. This study is</p> <p>a three-year investigation of PGCE modern foreign languages students, their</p> <p>attempts to reactivate lapsed language skills and a tutor-led guided learning</p> <p>initiative to offer a targeted language support programme.</p> <p>The study of language attrition (De Bot and Stoessel, 2000; Hansen, 2001;</p> <p>Meara, 2004) has proved particularly fruitful as a theoretical underpinning to</p> <p>the research. Data on language loss and relearning were gathered by means</p> <p>of a reflective log undertaken by PGCE languages students. These formed</p> <p>the basis of a guided learning initiative that took place in a university School of</p> <p>Education. Students were encouraged to reflect on the process of language</p> <p>attrition and to identify strategies that allowed successful language</p> <p>regeneration. The aim of this initiative was to improve the reactivation of</p> <p>lapsed language skills, to encourage reflection on the process of metalearning</p> <p>and to help students to develop into more confident and competent teachers.</p> <p>Following six months of guided learning, there was an indication that overall</p> <p>gains in grammatical knowledge were limited while there was an improvement</p> <p>in vocabulary. The greatest gains were demonstrated by those students who</p> <p>successfully integrated their language learning activities with their</p> <p>professional training and showed a commitment to maintaining their language</p> <p>skills on a regular and consistent basis. It is recognised that the guided</p> <p>learning initiative has had an impact on practice and the way tutors perceive</p> <p>their role in supporting students' professional and subject knowledge</p> <p>development. The findings will inform the future delivery of the programme.</p>