Findings from 'baseline' research: language learning at key stage 2: where to now?

Conference keynote

Driscoll, P. 2005. Findings from 'baseline' research: language learning at key stage 2: where to now?
AuthorsDriscoll, P.
TypeConference keynote
Year2005
ConferenceAssociation for Initial Teacher Training Conference for the Centre of Language Teaching and Research
Publication process dates
Deposited19 Nov 2013
Permalink -

https://repository.canterbury.ac.uk/item/870q0/findings-from-baseline-research-language-learning-at-key-stage-2-where-to-now

  • 64
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Cultural threads in primary schools
Driscoll, P. and Holliday, A. 2020. Cultural threads in primary schools. ITL International Journal of Applied Linguistics . (32).
The sustainable impact of a short comparative teaching placement abroad on primary school language teachers’ professional, linguistic and cultural skills
Driscoll, P., Rowe, J. and Thomae, M. 2014. The sustainable impact of a short comparative teaching placement abroad on primary school language teachers’ professional, linguistic and cultural skills. The Language Learning Journal. 42 (3), pp. 307-320. https://doi.org/10.1080/09571736.2014.917332
Making the case for primary languages
Driscoll, P. 2001. Making the case for primary languages.
The role of research in developing effective practice
Driscoll, P. 2002. The role of research in developing effective practice.
Achieving consistency through effective transition
Driscoll, P. 2004. Achieving consistency through effective transition.
The characteristics of effective practice: a report on the findings of the systematic review
Driscoll, P. 2004. The characteristics of effective practice: a report on the findings of the systematic review.
Primary languages in England: implications for initial and in-service teacher development
Driscoll, P. 2004. Primary languages in England: implications for initial and in-service teacher development.
Ensuring the professional development of primary languages teachers: the essential ingredient in best practice
Driscoll, P. 2005. Ensuring the professional development of primary languages teachers: the essential ingredient in best practice.
Hosting a student from overseas: the impact on the hosting teacher and children
Driscoll, P. and Dinvaut, A. 2006. Hosting a student from overseas: the impact on the hosting teacher and children.
Transition: the key to success
Driscoll, P. 2007. Transition: the key to success.
Language learning provision at key stage 2: implications for training teachers
Driscoll, P. and Sing, S. 2008. Language learning provision at key stage 2: implications for training teachers.
Does international engagement enhance intercultural understanding in primary schools? They may call it 'Wasser' but we know it's water really!
Driscoll, P. 2009. Does international engagement enhance intercultural understanding in primary schools? They may call it 'Wasser' but we know it's water really!
Primary languages pedagogy in the UK (2006-2009): a discussion on developments, implications and impact on pupils' attitude and motivation
Driscoll, P. and Sing, S. 2010. Primary languages pedagogy in the UK (2006-2009): a discussion on developments, implications and impact on pupils' attitude and motivation.
Building on firm foundations – what is happening in primary languages?
Driscoll, P. 2010. Building on firm foundations – what is happening in primary languages?
The sustained impact of an international experience during initial teacher education for primary language teachers
Driscoll, P., Rowe, J. and Thomae, M. 2011. The sustained impact of an international experience during initial teacher education for primary language teachers.
Languages in English primary schools: rationales and learning outcomes
Driscoll, P. 2011. Languages in English primary schools: rationales and learning outcomes.
Language learning and intercultural development in English primary schools
Driscoll, P. and Earl, J. 2011. Language learning and intercultural development in English primary schools.
Creativity through curriculum innovation: teachers' and children's perceptions of integrating language and music
Driscoll, P., Wheway, D. and Schulze, V. 2011. Creativity through curriculum innovation: teachers' and children's perceptions of integrating language and music.
Creative teaching and training: same issues, new solutions
Driscoll, P. 2011. Creative teaching and training: same issues, new solutions.
The sustained impact of a bilateral placement during initial teacher education on qualified primary language teachers' practice
Driscoll, P. and Rowe, J. 2011. The sustained impact of a bilateral placement during initial teacher education on qualified primary language teachers' practice.
Internationalising teacher education: the impact of teaching placement abroad on the emerging professional values of future primary school teachers from England, France, Germany and Spain
Driscoll, P. and Rowe, J. 2011. Internationalising teacher education: the impact of teaching placement abroad on the emerging professional values of future primary school teachers from England, France, Germany and Spain.
The sustained impact of an international experience during initial teacher education for primary language teachers
Driscoll, P. and Thomae, M. 2011. The sustained impact of an international experience during initial teacher education for primary language teachers.
Meanings that matter: an investigation of teachers' and children's perceptions of integrating language and music
Driscoll, P., Schulze, V. and Wheway, D. 2012. Meanings that matter: an investigation of teachers' and children's perceptions of integrating language and music.
Schools at the crossroads: innovating in a climate of uncertainty
Young, V., Driscoll, P. and Pagden, A. 2012. Schools at the crossroads: innovating in a climate of uncertainty.
Early professional development and languages teaching in primary schools
Driscoll, P. and Griffiths, V. 2012. Early professional development and languages teaching in primary schools.
What works and why: a case study investigation of participants' perceptions of the impact of a parenting intervention on parents and their children
Driscoll, P., Tupling, C., Summerson, M. and Thomae, M. 2012. What works and why: a case study investigation of participants' perceptions of the impact of a parenting intervention on parents and their children.
The European Music Portfolio development - the EMP-L: integrated music pedagogies as a framework for learning
Driscoll, P. and Marjanen, K. 2013. The European Music Portfolio development - the EMP-L: integrated music pedagogies as a framework for learning.
Primary classroom teacher or specialist?
Driscoll, P. 2000. Primary classroom teacher or specialist? Times Educational Supplement.
Ventures into uncharted territory
Driscoll, P. 2001. Ventures into uncharted territory. Times Educational Supplement.
Reconstructing primary modern foreign languages: an inclusive process towards the development of competence
Driscoll, P. 2000. Reconstructing primary modern foreign languages: an inclusive process towards the development of competence. Early Language Learning Bulletin.
Languages learning at Key Stage 2: a longitudinal study
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. 2010. Languages learning at Key Stage 2: a longitudinal study. Department for Children, Schools and Families. https://doi.org/DCSF-RR198
The role and nature of the cultural dimension in primary modern languages
Driscoll, P., Earl, J. and Cable, C. 2013. The role and nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum. 26 (2), pp. 146-160. https://doi.org/10.1080/07908318.2013.799675
Broadening the lens: an investigation of student teachers' changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe
Driscoll, P. and Rowe, J. 2012. Broadening the lens: an investigation of student teachers' changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 40 (4), pp. 417-431. https://doi.org/10.1080/03004279.2012.691375
Language learning at Key Stage 2: findings from a longitudinal study
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. 2012. Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 40 (4), pp. 363-378. https://doi.org/10.1080/03004279.2012.691371
A systematic review of the characteristics of effective foreign language teaching to pupils between the ages 7 and 11
Driscoll, P., Jones, J., Martin, C., Graham-Matheson, L., Dismore, H. and Sykes, R. 2004. A systematic review of the characteristics of effective foreign language teaching to pupils between the ages 7 and 11. London EPPI-Centre, Institute of Education.