Skip to main content

Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co-creation project on French, German and Spanish - new article co-authored by Sascha Stollhans

Date

Congratulations to Sascha Stollhans, Director of CELT and Associate Professor of Language Pedagogies in the School of Languages, Cultures and Societies, and the Linguistics in Modern Foreign Languages Team, whose most recent paper "Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co-creation project on French, German and Spanish" has just been published open access in the British Educational Research Journal!

Key insights What is the main issue that the paper addresses? This paper investigates the feasibility of including linguistics as part of the existing A-level curriculum for French, German and Spanish. Materials co-created with experienced teachers were tested in classrooms and teacher feedback gathered from questionnaires and semi-structured interviews. What are the main insights that the paper provides? Materials that take an analytical/critical approach to language are perceived by teachers to be novel but nonetheless compatible with the existing A-level curriculum. Teachers report that both they and their students found the materials accessible and intellectually interesting. Co-creation is also shown to be an effective way for academics and teachers to collaborate.

The co-created materials will soon be available via the Oxford University Press online learning platform Kerboodle.

 

Sheehan, M., Havinga, A., Kasstan, J., Stollhans, S., Corr, A. and Gillman, P. 2024. Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co-creation project on French, German and Spanish. British Educational Research Journal. https://doi.org/10.1002/berj.4009