The language of literacy: Developing student independence and confidence in the MFL classroom through a collaborative approach to literacy

Abstract

This research examines the potential of collaboration as a means of finding and implementing strategies that ensure improvements in students’ self-reported independence and confidence in literacy, whether in reading or writing, within the MFL classroom. Drawing on evidence from collaborative discussions with colleagues, as well as wider literature, the study demonstrates that a scaffolded approach to reading has a tangible positive impact on student motivation and engagement. A mixed method of data collection is utilised to demonstrate students’ affective and effective outcomes both before and after the intervention. The research shows a positive correlation between both types of outcome and the implementation of a scaffolded reading strategy, evident in student appropriation of the strategy and student outcomes in reading exercises.