Score in French: motivating boys with football in Key Stage 3

Ian McCall

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French Language Learning Methods EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

This article discusses Score in French, an innovative football-related languages project designed by the University of Southampton to motivate boys in French at Key Stage 3 (ages 11–14). The article starts by explaining the rationale for the choice of football as the topic for a project aimed at motivating boys. It considers the main reasons why many boys are less inclined than girls to wish to engage with language study, especially French, and how curriculum materials related to football may influence their attitude towards learning the language. The article then outlines the issues that were considered in designing the extensive resource pack with which teachers were provided to deliver the project in class. It refers to research on which activities students (particularly boys) enjoy or dislike in language learning and justifies why certain types were included whilst others were excluded. Score in French was piloted with approximately 800 boys and girls in Year 8 (age 12) in six schools. The final part of the article assesses the project's impact and whether it achieved its objectives by analysing data from questionnaires completed by the 634 students and 20 teachers involved in the pilot. It highlights in particular differences in the way boys and girls responded to the project.

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References

1985Intrinsic Motivation and Self-Determination in Human Behavior 1988Intrinsic Motivation and Self-Determination in Human Behavior 2001Motivational Strategies in the Language Classroom 2002Questionnaires in Second Language Research: Construction, Administration, and Processing 2004QUESTIONNAIRES IN SECOND LANGUAGE RESEARCH: CONSTRUCTION, ADMINISTRATION, AND PROCESSING 2005Language Learners’ Motivational Profiles and Their Motivated Learning Behavior 2002‘French is the Language of Love and Stuff’: Student perceptions of issues related to motivation in learning a foreign language 1999Motivating Language Learners

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2017The motivational dimension of language teaching 2013Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning 2022Mapping and explaining the gender gap in students’ second language proficiency across skills, countries and languages 2022When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics 2019Another platform and a changed context: Student experiences of developing spontaneous speaking in French through physical education

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