Bridging the FL transitional gap KS2-KS3

London Borough of Sutton

"The study of Languages prepares students to participate in a rapidly changing world in which work and other activities are increasingly carried out in languages other than English. Students use languages to communicate information responsibly, creatively and without discrimination. They learn how to employ languages to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of languages promotes initiative and independent learning and encourages diversity within society. "

The interest in foreign language teaching and learning in primary schools increased considerably from the 1980s (Field 2000, p.75) It has suffered reforms and contra reforms (Field 2000, p.3) and not even when the National Curriculum was established in 1990 offering a point of reference for the purpose of foreign language teaching, was it able to put a stop to this roller coaster.In England the introduction of languages in primary schools was a key issue on the 2002 National Language Strategy. In 2007 56% of primary schools were already offering a foreign language and by 2010 it rose to 92%.

The government have previously expressed their commitment to raise standards in modern foreign language learning. In July 2014 the All-Party Parliamentary Group for modern languages called for a 'national recovery programme' (Baroness Coussins, et al, 2014) to improve language skills in the UK. The purpose for the programme was to provide every child from the age of 7 with ‘high quality language learning’ which they believe can be achieved, through ‘supporting teachers and trainers to develop their linguistic and professional skills’ (Baroness Coussins, et al, 2014).

The decision to put a recovery programme in place, was in response to a report stating that ‘£48 billion a year’ was being lost by companies, due to people having poor language skills, thus, not being able to fill posts, and losing out on prospective exporting opportunities (Foreman-Peck and Wang, 2013, p.35). It has been analysed that where learning a foreign language is ‘compulsory for all students up to age 16 in 69% of independent schools, only 16% of state schools’ believe it should be obligatory at KS4 (Baroness Coussins, et al, 2014).

In September 2014, the government introduced a new statutory requirement in primary schools, to teach a foreign language to students from age 7 and upwards (Department for Education, 2013, p.213). By making it a mandatory requirement that students learn a foreign language, earlier on in their schooling period, the government’s expectation is that it will lay a strong foundation for secondary school teachers to build on.

Why are Foreign Languages essential to the KS2 school curriculum?

Foreign language learning increases critical thinking skills, creativity, and flexibility of mind in young children. It also helps them with key skills such as communication, improving own learning, performance, memorising, and problem solving (Pachler et al, 2014 p.13)I believe that the younger the pupils are introduced to a foreign language, the better. They have a natural predisposition to learning a language and the ability to use it immediately.

However, there has been limited research carried out in the UK to determine if learning a foreign language from a very young age actually benefits primary school students. Research carried out in the USA (Discroll et al. 2014) focussed on a group of 600 children. These children attended schools where French and Spanish were taught regularly. The result of this was that their performance in English, reading and mathematics were consistently higher when compared to children attending schools where foreign languages were not being taught.

The Foreign Secretary the Rt Hon William Hague stated in his speech published under the 2010 to 2015 Conservative and Liberal Democrat coalition government that:

‘The ability to speak, read, listen and write in a foreign language is one of the fundamental skills of our diplomats. Without it they cannot get under the skin of a country and really understand its people. Diplomacy is the art of understanding different cultures, and using this understanding to predict and influence behaviour’.(gov.uk speech, September 2013)

Language is the primary medium of human social interaction and interaction is the means through which social relations are constructed and maintained. While much everyday interaction still occurs, as it has throughout human history, within local networks, large numbers of people all over the world now also participate in networks which go beyond the local (Block and Cameron, 2002, p.1).

Language connects people and language barriers are hindrances to communication, that are largely caused when there is no common language that can be used to interact with. As human beings, there is a natural desire from birth, to communicate with others, whether it is through verbal or nonverbal means (Ortega 2013, p.1). Prominent child psychologists’, such as Chomsky, Piaget(1980) and Vygotsky (1986), suggest that learning an additional language when in primary education, can help you be a more confident user of the language through the teenage years and in some cases, students are able to acquire a near native fluency of the language by adulthood.

The government’s motive for students to learn a modern foreign language is to ensure that students across UK, do not miss out on potential business and job opportunities, due to language barriers and/or a lack in linguistic skills, that are acquired when learning a second language (Department for Education, 2013, p.212)

‘From a national economic point of view, the argument has repeatedly been put forward that - in the current context of competitive international economic activity - the UK, as a trading nation, urgently needs a workforce with competence in foreign languages ‘.(Morgan et al, p.14)

Irrespective of where one is situated in the world, there is a globalising force that has an impact on each of us. The online Oxford dictionary (2015) defines globalisation as ‘the process by which businesses or other organizations develop international influence or start operating on an international scale’. Many countries across the globe, including UK, have experienced economic benefits from participating in international trade or setting up offices in other countries (Jackson, 2014, p.4).

Another aspect of globalisation that is not expressed in the latter definition, is the freedom of movement between countries as a way of creating a “borderless” society (Ritzer, 2011, p.187). With this is mind, it is important to express why globalisation aids in justifying the essentialness that modern foreign language has in the school curriculum. As members of the European Union (maybe for not too much longer), British citizens have the right to live and work in other European countries. Various circumstances such as job opportunities or development of relationships can require a person to move abroad. In light of this, once a student has gained several years of second language learning at school, they are more likely to find it easier to further develop the target language they were studying— should the opportunity arise, or learn an additional language. Students would already be able to demonstrate an awareness of the processes that are involved in language acquisition (Conacher and Geraghty, 2014, p.88). Learning a foreign language is a cognitive problem solving activity. Languages open the door to other worlds through literature which offers us a better understanding of other nations and frees us from insularity.

If we are to consider the ever increasing number of terrorist events taking place around the world, this should encourage students to learn a foreign language in both primary and secondary education. It should help them understand the need to learn a foreign language and the culture of other nations. This would help them to be prepared for a changing world in which we need to peacefully co-exist with people of other nationalities and ethnic backgrounds.

‘… true interaction can occur only when each community experiences the language lifestyle of the other, where no group achieves dominance by imposing a language structure on another’. (Alvarez-Sandoval 2005, p. 4)

Understanding a language and its culture, is the equivalent of understanding its people and therefore it helps students to create positive attitudes toward other cultures and eradicate the possibility of forming misconceptions. Modern language learning opens young students’ minds to the world, exposing them to other cultures helping them to achieve a greater understanding of others, hence enriching their own world perspective.

Providing students with an insight into cultural differences and giving them the opportunity to reflect on how it compares to their own experiences, can help them to value the linguistic and culturally diverse nation that we have in the United Kingdom (Pachler et. al, 2014, p.12). The Department for Education (2013, p.212) expresses the idea that students’ curiosity and understanding of the world can be nurtured though a ‘high-quality language education’. They stress the fact that the latter can be realised, when teachers encourage students to be creative in additional languages and ‘provide opportunities for them to communicate for practical purposes’ (DfE, 2013, p.212).

As citizens of not only the UK but also the world, it is important to not be ignorant to the different types of languages that are linked to customs and cultures that compare and contrast to the British cultural norms. This is why foreign languages are essential to the primary school curriculum.

But which languages should be taught? From an etymological standpoint, French and Spanish are both romance languages that are amongst the top five natively spoken and additionally learnt languages in the European Union. By learning one of the two languages, it is believed that learning other Romance languages, including, Portuguese, Italian and Romanian, can be considerably easier, thus, the push from the government to ensure that students learn at least one foreign language from primary school through to secondary school.

From a personal perspective, I find it very encouraging and exciting to think that with the correct approach to teaching foreign languages at KS2, students entering KS3 could have the advantage and opportunity to further progress in their language learning better and faster, which in turn may mean that we will be seeing higher numbers of students opting to take languages at KS4, KS5 and into higher education. But more importantly than this, students would possess a greater set of transferable skills, knowledge, understanding and awareness of the world and its people in this ever changing society.

What foreign language provision exists within our primary schools?

It is evident that foreign language provision exists within all primary schools. Three local primary schools (St Mary’s Catholic Junior School, St Thomas Becket Catholic Primary School and St James The Great Catholic Primary School) were consulted and foreign language provision reviewed in order to ascertain if a logical approach is evident amongst primary schools to enable the foreign language gap from KS2-KS3 to be bridged more closely to enable KS3-5 learners to develop further, with a more consistent foundation of language learning in place.

St James The Great

  • Foreign language provision is available for Years 2-6
  • Years 2,3 and 4 study French
  • Year 5 study Mandarin
  • Year 6 study Latin.
  • Years 2, 3 and 4 receive one lesson of 60 mins each week.
  • Year 5 receive one lesson of 45 mins each week
  • Year 6 receive one lesson of Latin every other week.

St Thomas Becket

  • Foreign language provision is available for Years 3-6
  • Year 3 teachers deliver an introduction to French based on a specialists recommendations
  • Year 4 study French for 30 mins per week with a native French specialist
  • Year 5 study French for 45 mins per week with a native French specialist
  • Year 6 study French for 50 mins per week with a native French specialist

St Mary’s

  • Foreign language provision is available for Years 3-6
  • Year 3 study 30 mins of French per week
  • Year 4 study 40 mins of French per week
  • Year 5 study 40 mins of French per week
  • Year 6 study 45 mins of French per week.

It is indisputable that French remains the preferred option at KS2, despite recent foreign language trends showing a marked increase in uptake of Spanish at KS4. With some KS2 students receiving over 100 hours of foreign language learning during their primary years, it is imperative that as professionals working in education we ensure that the delivery and quality of foreign language teaching and learning is of the highest level and that all KS2 students are exposed to the best language provision available in order for students to maximise their true language potential.

How can we develop FL provision within primary schools?

It is evident that there has been a real drive forward with FL teaching and learning within the borough since its compulsory introduction in 2014. Primary schools are embracing the change and have adapted their curriculum accordingly. Foreign language learning should be viewed as an integral and essential part of the KS2 curriculum and one day could even rival Maths, English and Science for curriculum coverage! However, the compulsory introduction of FL has created uncertainty within many primary schools which in turn has led to inconsistencies in the quality of delivery.

1)Primary schools must plan for sustainabilitywhich allows progression through the year groups– there must be a school approach which allows for the teaching of a foreign language to be continuous regardless of staff movement. There is no specific guidance within the borough or country as to how to plan for progression. Most primary schools appear to use the KS2 Framework as an aid to this. It is important to consider “best practice” to ensure that progression is built into the curriculum. Assessment is vital to ensure progression, as it is in any subject across any key stage. In the absence of attainment targets, assessment should be measured against the Languages Ladder and the Key Stage Two Framework.

2)A budgetmust allow schools to develop their FL resources. This is particularly important in the first years of language teaching where there should be a focus on listening and speaking with plenty of opportunities for the children to hear native accents through songs, stories etc. Authentic and interactive materials will be key to their enjoyment, understanding and progression. Likewise resources for reading, writing and grammar will need to be acquired to improve understanding and knowledge.

3)The most successful language teaching I have observed within primary schools is where it is integrated across the curriculum; all class teachers, even if they are not teaching the main language lesson, have a responsibility to ensure that the foreign language is used where appropriate throughout the school day. They also need to ensure that aspects of intercultural understanding are developed through other curriculum areas. The foreign language co-ordinator/ teacher i/c of FL has an increased role in the school to encourage the integration of the language being taught so that it is embedded throughout the curriculum and that intercultural understanding is included in this.

4)Each primary school should appoint an MFL co-ordinator who takes responsibility for its implementation within the school curriculum. Ideally, this member of staff would be a languages graduate, but failing this, a dedicated practitioner who values the importance of enhanced FL communication skills. These are some responsibilities relating to MFL, which need to be allocated:

managing the implementation of Languages policy
ensuring staff access to Languages resources
ensuring continuity between year groups
ensuring progression
liaison with feeder and/or receiving schools
purchasing/organising Languages resources
identifying the Language support needed by staff / arranging CPD
reviewing the Languages policy
assessment of pupils
meeting statutory requirements
curriculum development
health and safety policy and practice

5)The school Languages policyand Development plan- A school's policy for Languages will describe the school's approach to achieving its vision for Languages and the development plan will allow schools to focus on a manageable and achievable long term goal over an academic year(see below)

Primary MFL development plan

Context:e.g. To plan and prepare for the entitlement of one hour per week MFL for all Key Stage 2 children
Actions 2015-16 / Desired Impact on Learning / CPD
Implement a scheme of work for French
To design an engaging and creative curriculum within MFL
Audit staff confidence and capabilities in MFL / To enrich the pupils’ learning in a broad curriculum in which languages contribute to and are informed by the five ‘Every Child Matters’ outcomes
Pupils learn how to employ languages to enable rapid access to ideas and experiences from a wide range of people, communities and cultures
Increased capability in the use of languages promoting initiative and independent learning encouraging diversity within society / In-house training to include staff meeting time given over to sharing good practice and increasing staff knowledge of and confidence in using French – e.g. additional greetings, classroom instructions.
Attend outside CPD training as appropriate.
Resources / Assessment and Progression / Monitoring Arrangements
Tout le Monde
Early Start French
Secondary resources
Primary languages / Regular half-termly assessments in all major 4 key language skills. / Timetabled 30 minute discrete lesson
Ensure teachers are incorporating a further 30 minutes of Integrated language teaching
Planning, lesson observation, pupil interviews, staff + parent questionnaire
Budget Costs / Evaluation Arrangements
Resources/ materials?
CPD?
Extra-curricular?
Educational visits? / Staff meetings and INSET to discuss the progress towards progress of entitlement
Staff audit of language skills
Review of materials as they are introduced

6)When deciding on the school's aims for Languages, internal, local and national factors should be considered.

-whichinternal factors will influence your aims for Languages?i.e. the school's general aims, the school development plan, special features of the curriculum, strengths and interests of staff

-whichlocal factors will influence your aims for Languages?i.e. school partnerships, intake characteristics, AEN