RECENT HISTORY
The teaching of primary languages has been statutory since September 2014, following the publication of the key stage 2 programmes of study (DfE, 2013). To set this in context, we will refer briefly to official documentation since 2002.
The National Languages Strategy (DfES, 2002) had three objectives: to improve the teaching and learning of languages, including delivering an entitlement to language learning for pupils at key stage 2; to introduce a recognition scheme to give learners credit for their language skills; and to increase the number of people studying languages.
In 2005, the KS2 Framework for Languages (DfES) stated: ‘Every child should have the opportunity through key stage 2 to study a foreign language and develop their interest in the culture of other nations.’
Many primary schools introduced or extended their teaching of a language over the following years. In 2010, learning a new language at key stage 2 became an entitlement, and it was anticipated that in 2011, this would become a statutory requirement. However, a change in government brought delay and uncertainty while the whole primary curriculum was under review. It took until 2014 for the statutory teaching of a language to become a reality.
The focus of this book is on primary language teaching at key stage 2. However, there is much good practice at key stage 1, despite the fact that learning another language before key stage 2 has never been an entitlement, or statutory. Some helpful guidance for early language learning is provided in part 3 of the key stage 2 Framework for Languages (2005: 86). It suggests that ‘one of two main approaches’ can be taken: ‘either apprenticeship and experience of more than one language or an early start in the chosen language that will be taught in key stage 2’.
In the next section we will consider the benefits of all children learning a language from an early age.
EARLY LANGUAGE LEARNING: THE BENEFITS
The many advantages for children starting to learn a new language by the age of seven, or earlier, have been well documented by a number of researchers and authors, including Satchwell and de Silva (1995: 2), who stressed the fact that young children are more receptive to, and naturally curious about, new language, absorbing it easily and imitating and performing it with fewer inhibitions. Furthermore, confidence gained in the language classroom can be transferable to other areas.
It is generally recognised that early language learning educates the ear and the tongue, enhancing a child’s sensitivity to new sounds and intonation patterns. At a time when the brain is more flexible and the muscles in the ear and speech mechanisms are not fully formed, this is highly advantageous. As a result of using the skills required to learn a new language, the ability to listen to important points and to concentrate are both likely to improve. Malcolm Gladwell, following the psychologist James Flynn, describes the mind as being similar to a muscle and needing cognitive exercise.
Research into the effects of bilingualism indicates that children who speak another language develop better problem-solving skills, greater creativity, more flexible thinking and communication skills (Dinçay, 2011). This author also mentions their having a clearer focus on tasks, better memory, and an ability to plan and to multi-task.
Links with other classes and cultural connections in countries where the language is spoken give children a more realistic world view and help them develop an ability to see things from other perspectives.
There are also advantages for learning in the first language and ultimately for future learning. As Golinkoff states: ‘Learning another language actually enhances a child’s overall verbal development’ (Golinkoff and Hirsh-Pasek, 2000). By comparing structures in the new language with English, they understand better the way in which their own language operates, become more confident and proficient in reading and later in critical thinking and writing, according to American research (Dinçay, 2011).
MODELS OF DELIVERY
Primary schools adopt different models to help them teach primary languages. Some use specialist language teachers, including secondary colleagues. The advantage of this is that it provides the children with a good linguistic role model; many of these secondary teachers are aware, however, that they are not conversant with primary methodology. Total reliance on this model may also mean that the new language is not embedded at other times in the week. Therefore, many schools try to combine a partner approach, which relies on the specialist language teacher providing the main teaching input and the class teacher engaging the children in some follow-up learning activities. While this can be effective, it does require more time for discussion and often additional expense.
The other popular model is that of the class teacher taking responsibility for teaching his/her own class the new language. This has many advantages, including the teacher’s knowledge of primary methodology, classroom management skills, the relationship of trust and knowledge of individual children that class teachers develop within their class, as well as opportunities to integrate language teaching into the curriculum during the week.
While some primary class teachers may feel lacking in confidence to teach another language, they are already well equipped to do so in that they understand much of the process of teaching and learning a language through their teaching of literacy. The new language can be viewed as teaching a new type of literacy and the primary teacher already has a good understanding of how children develop their linguistic skills. The parallels between literacy and the new language should not be underestimated. Comparing and contrasting the two is beneficial to all learners. It is the experience of the authors, and already mentioned earlier, that children often gain a better understanding of English grammar through exposure to the new language.
Children with English as an additional language (EAL) benefit from being on a level playing field with their peers, particularly if the target language is actively used during the lesson. In some schools EAL learners are removed from the language lesson to develop their English. While it is important for such learners to improve their English, it nevertheless deprives them of the opportunity to do well in another language. They are often very good language learners and the success they have in a language builds self-esteem and hopefully transfers to other learning. EAL learners who are literate in their first language tend to make excellent progress in reading and writing in another language. The National Association for Language Development in the Curriculum (NALDIC) has a rich website (www.naldic.org.uk), with advice and links to many helpful publications, for example ‘Access and engagement in modern foreign languages’ (KS3 National Strategies: DfES, 2002), which gives guidance that is also useful in the KS2 classroom.
Learning a new language can benefit all children. Comparing and contrasting grammatical points extends the higher attainers but, very importantly, it often clarifies understanding for lower-attaining children. The use of terminology reinforces the aspects of grammar that are relevant and tested in literacy in the Spelling, Punctuation and Grammar (SPAG) test, which currently forms part of the year 6 national tests.
In the authors’ experience, there are many advantages for children with Special Educational Needs learning a new language. They, too, are sometimes removed from the languages class to do extra work in English, whereas they could be benefiting greatly from participation in the languages lesson. Many children with Special Educational Needs derive great enjoyment from the activities and particularly relate to oral work and role-play. We have observed that the confidence they gain through language learning is often transferred to other areas of the curriculum.