Teachers’ and pupils’ beliefs about using English and target language in the Scottish secondary modern language learning context

Abstract

There has been significant research attention paid to the pedagogical value of using first language (L1) in the language learning classroom, particularly in multilingual contexts (Shin et al., 2019). However, in the Anglophone language learning context, where English monolingualism is often perceived as the norm, less is understood about the perceived benefits of using L1 in the classroom, let alone how use of target language (or L2) is believed to be valued.

The primary aim of this thesis is to investigate teachers’ and pupils’ beliefs about using English and target language in the Scottish secondary modern language learning context. The study approaches these aims by adopting mixed methods, with the included use of creative methods.

Participants were sampled across eight Scottish secondary schools. Questionnaires were employed to compare 15 teachers’ and 174 pupils’ beliefs about using English and target language in the modern language classroom. Metaphor prompts included in the pupil questionnaires elicited deeper, affective reflections. Semi-structured individual interviews were then conducted with the 15 teachers and 46 pupils to gain a better understanding of teachers’ and pupils’ beliefs in context. Prior to interviews, pupils were also given a cartoon storyboard task to prompt their thinking and reveal other insights into their perceptions about language use in the modern language classroom.

The questionnaire findings revealed several mismatches between how teachers and pupils believe English and target language should be used in the classroom, while metaphors showed that pupils have more favourable beliefs about using English in the classroom than they do target language. Analysis of the interviews revealed themes that were framed contextually using Gayton’s (2018) working model of L2 motivation in Anglophone language learning settings. Themes were categorised at macro (societal), meso (community and wider school) and micro (classroom) contextual levels.

A fourth level also emerged from both teacher and pupil interviews regarding how context shapes the overall value that pupils in Scotland ascribe to learning languages and how the languages learned at school may or may not be consciously considered an aspect of multilingual identity. Interview findings showed that teachers’ and pupils’ beliefs about using English and target language in the Scottish modern language context are influenced by wider UK attitudes about the importance of learning languages other than English. In addition, peer influence was also found to be a significant factor influencing pupils’ beliefs about using English and target language. At the classroom level, the need to relate target language to pupils on a more personal level was identified. Finally, cartoon storyboards showed that pupils primarily depicted themselves using a mix of English and target language but depicted their classmates using mostly English, further suggesting that peers have a significant influence on pupil language use in the classroom.

This study will contribute to an understanding of the Scottish language learning context, particularly in light of both Scotland’s 1+2 language policy and perceptions about the UK as a monolingual nation. The study also serves to augment pupils’ voices and demonstrate the potential of using creative methods to explore beliefs about language learning.