This article concerns a case study of motivation in Modern Foreign Languages at transition stages particularly in view of the possible difficulties of maintaining motivation for MFL over the longer term. Findings suggest that, although overall motivation levels are good, they appear to be slightly higher among the continuers interviewed than the beginners. In addition, overall achievement is slightly higher for continuers in the school than for beginners. Conclusions suggest that motivation for learning foreign languages does not depend on prior foreign language learning experience alone, but perhaps: ‘. . . there may be two potentially successful routes for language learners, either fuelled by the positive experiences of their learning reality or by their vision for the future’ (Dornyei 2005, 106).
By 2010, all children at Key Stage 2 in England will be entitled to learn primary foreign languages (PFL); indeed PFL is now set to become part of the core primary curriculum. This policy is not uncontroversial. A number of studies have established the high levels of motivation that can be engendered among younger learners of modern foreign languages (MFL), but a major question addressed in this article concerns the extent to which such motivation can persist across the dislocations of school transfer, particularly in view of the possible difficulties of maintaining motivation for MFL over the longer term. Another uncertainty is how secondary teachers will adapt to the new arrangements, particularly with the inevitably multi-level intake into Year 7 at present. Continuity is regarded as essential for the maintenance of positive attitudes at cross-phase transfer, but certain studies indicate that it may be rare. How can primary and secondary teachers of MFL ensure continuity at transition? Could alternative models of PFL provision, based not on language competence but on language sensitisation, ease the problem? This is consistent with the perception held by some secondary teachers of MFL that some pupils might become bored by learning one language from primary through to secondary. Could a fresh start be the answer? This article reports the findings from a small-scale case study involving individual interviews of learners of MFL before, during and after transition in a secondary school where those with and those without early language learning experience were differentiated in Year 7 into two groups. Which group, if any, would turn out to be the more motivated: those with prior learning of PFL followed by continuity into secondary, or those who had started their new language in Year 7? The answers to these questions contribute to the present debate on how to effect continuity, and how to maintain motivation, at cross-phase transfer in MFL.
Bolster, A. (2009). Continuity or a fresh start? A case study of motivation in MFL at transition, KS2-3. The Language Learning Journal, 37(2), 233-254