Further down this page you will find references to the research underpinning the principles by the Principal Investigator of the study, Professor Suzanne Graham, and the Co-Investigator, Professor Ernesto Macaro.
These presentations also describe how evidence drawn from a wide breadth of research has been used to inform the eight principles. They were used at a series of workshops to introduce the eight principles to language professionals in 2012:
A useful ITE/CPD exercise comparing two different approaches to using the target language in the classroom can be downloaded here. The activity was used in the opening plenary at the workshops.
The links will take you to a site where you can access the abstract. We are working on making the whole journal articles accessible via this link shortly.
Erler, L., & Macaro, E. (2011). Decoding ability in French as a foreign language and language learning motivation. The Modern Language Journal, 95/4. 496-518
- Graham, S., & Macaro, E. (2007) Designing Year 12 strategy training in listening and writing: from theory to practice. Language Learning Journal, 35, 153-173
- Graham, S. (2007) Learner strategies and self-efficacy: making the connection. Language Learning Journal, 35, 81-93
- Graham, S. J., & Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4), 747-783
Graham, S., Santos, D. & Vanderplank, R. (2008) Listening comprehension and strategy use: a longitudinal exploration. System, 36 (1), 52-68.
Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: theories and decision making. The Modern Language Journal, 85/4. 531-548.
Macaro, E. (2007). Do beginner learners of French have any writing strategies? Language Learning Journal. 35/1, 23-36.
Macaro, E, and Erler, L (2008) Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics. 29/1, 90-119.