Opportunities for professional learning dialogue generated by cross-phase collaboration in languages between primary and secondary initial teacher education students

References

• Bandura, Albert. 1993. “Perceived Self-Efficacy in Cognitive Development and Functioning.” Educational Psychologist 28 (2): 117–148. doi:10.1207/s15326985ep2802_3.
   Web of Science ®Google Scholar
• Board, Kathryn, and Teresa Tinsley. 2014. “Language Trends 2013/14.” Reading, Centre for British Teachers. https://www.britishcouncil.org/sites/default/files/language-trends-survey-2014.pdf.
   Google Scholar
• Board, Kathryn, and Teresa Tinsley. 2015. “Language Trends 2014/15.” Reading, Centre for British Teachers. https://www.britishcouncil.org/sites/default/files/language_trends_survey_2015.pdf.
   Google Scholar
• Bolster, Allison. 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. doi:10.1080/09571730902928102.
   Google Scholar
• Cable, Carrie, Patricia Driscoll, Rosamond Mitchell, Sue Sing, Teresa Cremin, Justine Earl, Ian Eyres, Bernardette Holmes, Cynthia Martin, and Barbara Heins. 2010. “Language Learning at Key Stage 2: Findings from a Longitudinal Study.” Education 3-13 40 (4): 363–378. doi:10.1080/03004279.2012.691371.
   Google Scholar
• Chambers, Gary. 2012. “Transition in Modern Languages from Primary to Secondary School: The Challenge of Change.” The Language Learning Journal 42 (3): 242–260. doi:10.1080/09571736.2012.708052.
   Google Scholar
• Cohen, Louis, Lawrence Manion, and Keith Morrison. 2007. Research Methods in Education. 6th ed. London: Routledge.
   Google Scholar
• Denscombe, Martyn. 2003. The Good Research Guide for Small-Scale Research Projects. 2nd ed. Maidenhead: Oxford University Press.
   Google Scholar
• Denscombe, Martyn. 2010. Ground Rules for Social Research: Guidelines for Good Practice. 2nd ed. Maidenhead: Oxford University Press.
   Google Scholar
• Department for Education. 2013. “Key National Curriculum in England: Languages Programmes of Study.” https://www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-study/national-curriculum-in-england-languages-progammes-of-study.
   Google Scholar
• Department for Education. 2015. “English Baccalaureate (Ebacc).” https://www.gov.uk/government/publications/english-baccalaureate-ebacc/english-baccalaureate-ebacc.
   Google Scholar
• Department for Education and Skills. 2002. “Languages for All: Languages for Life: A Strategy for England.” https://www.education.gov.uk/publications/eOrderingDownload/DfESLanguagesStrategy.pdf.
   Google Scholar
• Department for Education and Skills. 2005. “KS2 Framework for Languages.” http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstrategies.standards.dcsf.gov.uk/node/85274.
   Google Scholar
• Department for Education and Skills. 2007. “Languages Review.” http://webarchive.nationalarchives.gov.uk/20070705125253/http://teachernet.gov.uk/docbank/index.cfm?id=11124.
   Google Scholar
• Egan, Bridget A. 2009. “Learning Conversations and Listening Pedagogy: The Relationship in Student Teachers’ Developing Professional Identities.” European Early Childhood Education Research Journal 17 (1): 43–56. doi:10.1080/13502930802689012.
   Web of Science ®Google Scholar
• Enever, Janet, and Catherine Watts. 2009. “Primary Foreign Language Pathfinders: The Brighton and Hove experience.” The Language Learning Journal 37 (2): 219–232. doi:10.1080/09571730902928094.
   Google Scholar
• Evans, Michael, and Linda Fischer. 2012. “Emergent Communities of Practice: Secondary Schools’ Interaction with Primary School Foreign Language Teaching and Learning.” The Language Learning Journal 40 (2): 157–173. doi:10.1080/09571736.2011.567357.
   Google Scholar
• Galton, Maurice, John Gray, and Jean Ruddock. 1999. The Impact of School Transitions and Transfers on Pupil Progress and Attainment. London: DfES Publications.
   Google Scholar
• Galton, Maurice, John Gray, and Jean Ruddock. 2003. Transfer & Transition in the Middle Years of Schooling. London: DfEE.
   Google Scholar
• Galton, Maurice, Linda Hargreaves, and Tony Pell. 2007. “Progress in the Middle Years of Schooling: Continuities and Discontinuities at Transfer.” Education 3-13 31 (2): 9–18. doi:10.1080/03004270385200161.
   Google Scholar
• Gash, Hugh. 2015. “Knowledge Construction: A Paradigm Shift.” New Directions for Teaching and Learning 2015 (143): 5–23. doi:10.1002/tl.20133.
   Google Scholar
• Hood, Philip, and Kristina Tobutt. 2007. Modern Languages in the Primary Classroom. London: Sage.
   Google Scholar
• Howe, Alan, and Richards, Val, eds. 2011. Bridging the Transition from Primary to Secondary School. Abingdon: Routledge.
   Google Scholar
• Hunt, Marilyn, Ann Barnes, Bob Powell, Geoff Lindsay, and Daniel Muijs. 2005. Primary Modern Foreign Languages: An Overview of Recent Research, Key Issues and Challenges for Educational Policy and Practice. http://wrap.warwick.ac.uk/1274/.
   Google Scholar
• Jolliffe, Wendy. 2015. “Bridging the Gap: Teachers Cooperating Together to Implement Cooperative Learning.” Education 3–13 43 (1): 70–82. doi:10.1080/03004279.2015.961719.
   Web of Science ®Google Scholar
• Jones, Jane. 2010. “The Role of Assessment for Learning in the Management of Primary to Secondary Transition: Implications for Language Teachers.” The Language Learning Journal 38 (2): 175–191. doi:10.1080/09571730902928052.
   Google Scholar
• Kennedy, Eithne. 2010. “Improving Literacy Achievement in a High-Poverty School: Empowering Classroom Teachers through Professional Development.” Reading Research Quarterly 45 (4): 384–387. doi:10.1598/RRQ.45.4.1.
   Web of Science ®Google Scholar
• Matte, Davide, Adelina Brizzio, and Maurizio Tirassa. 2011. Knowledge Construction: The Role of the Teacher’s Interpersonal Attitudes.” Research Papers in Education 26 (2): 245–265. doi:10.1080/02671522.2011.561982.
   Web of Science ®Google Scholar
• McCormick, Robert, and Patricia Murphy. 2008. “Curriculum: The Case for a Focus on Learning.” In Knowledge and Practice: Representations and Identities, edited by Patricia Murphy, and Robert McCormick, 3–18. London: Sage.
   Google Scholar
• McLachlan, Angela. 2009. “Modern Languages in the Primary Curriculum: Are We Creating Conditions for Success?” The Language Learning Journal 37 (2): 183–203. doi:10.1080/09571730902928078.
   Google Scholar
• Megginson, David, and David Clutterbuck. 2005. Techniques for Coaching and Mentoring. London: Elsevier Butterworth-Heinemann.
   Google Scholar
• Muijs, Daniel, Ann Barnes, Marilyn Hunt, Bob Powell, Elizabeth Arweck, and Geoff Lindsay. 2005. Evaluation of the Key Stage 2 Language Learning Pathfinders. Nottingham: DfES.
   Google Scholar
• Office for Standards in Education. 2011. “Modern Languages: Achievement and Challenge.” https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/413782/Modern_languages_achievement_and_challenge_2007-2010.pdf.
   Google Scholar
• Office for Standards in Education. 2015. “KS3: The Wasted Years?” https://www.gov.uk/government/publications/key-stage-3-the-wasted-years.
   Google Scholar
• Punch, Keith F. 2009. Introduction to Research Methods in Education. London: Sage.
   Google Scholar
• Wenger, Etienne. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
   Google Scholar
• Wenger, Etienne. 2000. “Communities of Practice and Social Learning Systems.” Organization 7 (2): 225–246. doi:10.1177/135050840072002.
   Web of Science ®Google Scholar
• Woolhouse, Claire, Paul Bartle, Elaine Hunt, and Denis Balmer. 2011. “Language Learning, Cultural Capital and Teacher Identity: Teachers Negotiating the Introduction of French in the Primary Curriculum.” The Language Learning Journal 41 (1): 55–67. doi:10.1080/09571736.2011.635798.
   Google Scholar