What can second language acquisition research tell us about the phonics ‘pillar’?

Abstract

ABSTRACT Ofsted's (2021. Curriculum research review series: Languages (OCRR). https://www.gov.uk/government/publications/curriculum-research-review-series) sees ‘phonics' as one of three key ‘pillars of progression' in language learning. This paper critically examines this view, beginning with the OCRR's definition of ‘phonics'. Focussing on the teaching of sound-spelling relations, the paper then compares the OCRR's claims with published research into phonics instruction in second language (L2) learning, particularly in classroom-based ‘foreign language' contexts. Three key questions are addressed: (1) Is phonological decoding (the ability to convert written forms to sound) important in L2 learning? (2) Do L2 learners develop proficiency in phonological decoding in the absence of phonics instruction? (3) Is teaching L2 phonics effective in terms of developing students’ phonological decoding, and what are the effects on other aspects of L2 proficiency? The evidence presented suggests that phonics is indeed an important facilitator of classroom-based L2 learning. However, it is important to note that there are some differences in the rationale for teaching phonics between L2 and L1 (first language) contexts. Further, research in foreign language phonics remains limited: a number of important questions remain to be answered, particularly concerning the most effective pedagogical approaches and how phonics should be embedded in the wider curriculum.