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ERIC Number: EJ830229
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0957-1736
Languages in Our Primary Schools--Putting the National Languages Strategy into Practice
Satchwell, Peter
Language Learning Journal, v34 n1 p47-54 Win 2006
This article focuses on some of the key issues that need to be addressed by 2010 if MLPS in England is going to work. The aims of MLPS need defining as educational, not instrumental; the KS1/2 experience has to be enjoyable and rewarding: an apprenticeship in learning how to learn a language, providing the tools for later learning and raising children's awareness of linguistic and cultural diversity. The ideal teacher for MLPS is the trained primary-class teacher with linguistic competence added. MLPS requires both confidence to use the language in class and good ELL methodology. Alongside the new PGCE courses we need a substantial, high-quality retraining programme to equip existing primary teachers with the skills to set up language programmes in their own schools. Schools will need help from their LA to set up a four-year MLPS programme with advisory teacher backup and ongoing support in the classroom. They will need funding and time to liaise closely with their local secondary schools to plan joint schemes of work and observe each other's lessons. Space in the primary curriculum will have to be created to realise the implications of the KS2 Framework for Languages. Embedding the FL in daily routines and finding opportunities for cross-curricular work will help. The teaching of language awareness and intercultural understanding should bring an international dimension to every primary school. The implications of MLPS for secondary schools need to be identified and CPD provided, including regular INSET days for primary/secondary liaison. The KS2 Framework, The Language Learning Ladder and the European Languages Portfolio provide valuable support for teacher assessment and monitoring of pupils' progress. Now is the time to re-evaluate the school language learning apprenticeship, adopting Hawkins' suggestions for a two-stage approach: Stage 1 equipping primary children (5-11) with the tools for language learning--followed by an intensive immersion in one FL at KS3; Stage 2 (14-19) providing students with a choice of language pathways to specific goals and qualifications.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Primary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England)