Developing and using an adapted mosaic approach to explore children's foreign language learning experiences in primary school

This article describes an adapted mosaic approach, developed and used in a longitudinal, ethnographic study that explored children’s foreign language learning (FLL) experiences in primary school in England. As a methodological innovation within the field of instructed early foreign language learning, the adapted approach addresses an identified need for a wider range of research methodologies and more inductive approaches. The original mosaic approach was initially considered to help address methodological questions that arose during the ethnography. That approach was subsequently adapted and developed in four main ways: firstly, for use within the longitudinal, ethnographic study; second, for use with its older, primary school-aged children; third, for development and use together with children in school rather than a tool designed for use on children and finally, where the focus was upon the process of completion rather than the end product. The adapted approach met the needs identified within the ethnography by further enhancing children’s voices, their agency and perspectives within its data collection and analysis. Recommendations for its use in language learning contexts are made to support further research together with children, to help strengthen what is currently known and understood about children’s experiences of instructed language learning. This is based on the premise that knowing and understanding more about these will help inform future practices and initiatives.