Lost in Translation: The Impact of English Grammar Deficits on Learning French and Spanish in UK Secondary Schools
DOI:
https://doi.org/10.63084/cognexus.v1i02.90Keywords:
grammar transfer, second language acquisition, multilingual education, English literacy, MFL teachingAbstract
Abstract
This study explores the impact of English grammatical competence on Modern Foreign Language (MFL) acquisition in a Catholic secondary school in West Bromwich, England. Using a mixed-methods case study, data were collected through structured questionnaires and classroom observations. Quantitative findings revealed significant grammatical gaps, particularly in parts of speech and subject pronouns, while qualitative insights highlighted confusion and disengagement. Weak English grammar impeded crosslinguistic transfer, confirming theories of Common Underlying Proficiency and Interlanguage. The study recommends explicit grammar instruction in English curricula, closer collaboration between English and MFL departments, and targeted professional development. Future longitudinal and multisite studies are encouraged. Findings emphasise the urgent need for systemic reforms to support multilingual competence in UK schools.
Keywords: grammar transfer, second language acquisition, multilingual education, English literacy, MFL teaching
Résumé
Cette étude examine l'impact de la compétence grammaticale en anglais sur l'apprentissage des langues vivantes étrangères (LVE) dans un collège catholique à West Bromwich, Angleterre. Par une méthode de cas mixte, les données ont été recueillies via des questionnaires et des observations de classe. Les résultats révèlent des lacunes grammaticales importantes et un désengagement face à la grammaire. Les faiblesses en anglais freinent le transfert linguistique, confirmant les théories de la compétence sousjacente commune et de l'interlangue. L'étude recommande une instruction grammaticale explicite, une meilleure collaboration entre les départements d'anglais et de LVE, et une formation ciblée des enseignants. Des recherches longitudinales futures sont encouragées. Les résultats soulignent le besoin urgent de réformes éducatives systémiques.
Mots clés : transfert grammatical, acquisition de la L2, éducation multilingue, littératie anglaise, enseignement des LVE
Resumen
Este estudio investiga el impacto de la competencia gramatical en inglés en la adquisición de lenguas extranjeras modernas (LEM) en un colegio católico de West Bromwich, Inglaterra. Mediante un estudio de caso de métodos mixtos, se recogieron datos a través de cuestionarios y observaciones de clase. Los resultados revelaron lagunas gramaticales significativas y un desinterés hacia la gramática. Las debilidades en inglés dificultan la transferencia lingüística, confirmando teorías de competencia subyacente común e interlengua. Se recomienda instrucción explícita en gramática, colaboración entre los departamentos de inglés y LEM, y formación profesional específica. Se alienta la investigación longitudinal futura. Los hallazgos subrayan la necesidad urgente de reformas educativas sistémicas.
Palabras clave: transferencia gramatical, adquisición de segunda lengua, educación multilingüe, alfabetización en inglés, enseñanza de LEM
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