Implementation of the FLL intervention varied widely, with some schools delivering fewer weeks and some omitting the linked English literacy component¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Not all teachers delivered the linked English literacy activity and some schools delivered fewer weeks of FLL than prescribed because of staffing or timetabling issues. → Wiggins et al. 2017
Evidence¶
Wiggins et al. 2017¶
Meg Wiggins, Constanza Gonzalez Parrao, Helen Austerberry and Anne Ingold. (2017). Foreign Language Learning in Primary School: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581156
q2 · i? · causal · r2
Process evaluation using training observations, unit completion records, teacher surveys, children's questionnaires and four case study schools with lesson observations and semi-structured teacher interviews, analysed with framework analysis. Implementation was variably implemented, with reduced weeks, reduced weekly time, and omission of English literacy aspects in some cases.
"There was a lot of variation in how the intervention was implemented. Not all teachers delivered the linked English literacy activity and some schools delivered fewer weeks of FLL than prescribed because of staffing or timetabling issues."
Discussion¶
Related Claims¶
- No prior RCTs existed on foreign-language-teaching effects on English literacy, and the trial was designed to compare FLL against existing school language provision rather than no language teaching — related
- Nearly a quarter of schools failed to deliver the intervention, and successful implementation required senior-leader support, dedicated space, staff time and a timetabled slot — related
- Fidelity of implementation of early language curricula varies widely across teachers and studies — a broader claim this one bears on
- Implementation fell short of the intended dosage: very few learners received two 15-minute sessions weekly for 30 weeks, mainly due to timetabling and absence — related
- Schools delivered very few RTI sessions in practice, making it impossible to implement, monitor and adjust the intervention as intended — related
- Teachers reported insufficient time to deliver PATHS at the recommended frequency, with on average only half of lessons delivered — related
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