Teaching modern languages in primary schools

258 Pages·1999·1.513 MB·English

by  Patricia Driscoll, David Frost

The teaching of modern foreign languages in
the primary school
It has been argued for some time that to improve language learning in Britain we
need to start earlier, as many other European countries do. Up to now only
Scotland has really begun to implement primary foreign languages on a national
scale, but there is a growing groundswell of opinion in support of its development
throughout the UK.
This book is addressed to policy-makers and teachers who are considering the
possibility of getting involved in the teaching of MFL in the primary school. It will
help them to decide whether they are ready to embark on such a move; it will
draw them into a discussion about the issues they will need to consider and it
will provide substantial practical guidelines to support the development of
classroom practice.
Patricia Driscoll is a languages teacher and has conducted research on
modern foreign languages in the primary school for her doctorate at Canterbury
Christ Church University College and David Frost is a researcher and lecturer in
the field of school improvement at the University of Cambridge School of
Education.
The teaching of modern
foreign languages in the
primary school
Edited by Patricia Driscoll and
David Frost

London and New York
First published 1999
by Routledge
11 New Fetter Lane, London EC4P 4EE
This edition published in the Taylor & Francis e-Library, 2005.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection
of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
Simultaneously published in the USA and Canada
by Routledge
29 West 35th Street, New York, NY 10001
© 1999 Patricia Driscoll and David Frost, selection and editorial
matter; individual chapters, the contributors
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from
the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British
Library
Library of Congress Cataloguing in Publication Data
The teaching of modern foreign languages in the primary school/
edited by Patricia Driscoll and David Frost.
Includes bibliographical references.
I.Languages, Modern-Study and teaching (Elementary)-Great
Britain. I.Driscoll, Patricia II.Frost, David
LBI580.G7T43 1999 98–41841
372.65′044-dc2l CIP
ISBN 0-203-98343-2 Master e-book ISBN

ISBN 0-415-18382-0 (hbk)
ISBN 0-415-18383-9 (pbk)
For Patrick and Olivia
Contents
List of illustrations x
List of contributors xi
List of abbreviations xiv
Introduction 1
I Policy and rationale 7
1 Modern foreign languages in the primary school: a fresh start 9
PATRICIA DRISCOLL
Key issues in the debate about the inclusion of MFL in the primary 10
curriculum
Curriculum diversity in primary MFL programmes 13
Distinguishing between different types of provision 18
Conclusion 22
References 24
2 Teacher expertise in the primary modern foreign languages 27
classroom
PATRICIA DRISCOLL
The structure and organisation of the programmes 29
The management of the teaching and learning 30
Social relationships which influence the conditions of learning 40

Conclusion 44
References 47
3 Policy issues for primary modern languages 49
LESLEY LOW
MLPS strategy in Scotland 50
MLPS developments in England 51
The nature of MLPS innovations 53
The place of the foreign language in the primary curriculum 54
Foreign language diversification and transition to secondary school 57
vi
The educational imperative for MLPS 60
Postscript 60
References 61
II Classroom issues 63
4 The four language skills: the whole works! 65
ALISON HURRELL
Understanding 65
The introduction and development of the four language skills 67
Listening 68
Implications for the teacher 69
The role of first language 71
Speaking 71
Implications for the teacher 72
Reading 77
Writing 81
The challenge to the learner, pupil and teacher 83
References 85
5 Teaching in the target language 87
PETER SATCHWELL
Why should we try to teach in the target language in primary 88
school?
What skills does the primary language teacher need? 89
What kinds of language do we need for classroom communication? 90
Progression 94
References 97
6 Classroom connections 99
JOHN MUIR
Past imperfect? 99
Curricular connections 100
Heard and not seen? 102
Creating a climate for learning 102
Reinforcement 103
Sharing good practice 108
Matters of quality 108
Future perfect? 111
vii
References 113
7 Games and songs for teaching modern foreign languages to young 115
children
GLYNIS RUMLEY
Rationale behind the Kent project 115
Who teaches modern languages in primary schools? 115
Content 116
Incidental language use 117
Specific teaching 118
Conclusion 125
References 125
8 Resources for the teaching of modern foreign languages in the 127
primary school
SHELAGH RIXON
Range of resources surveyed 127
Keeping up to date 128
Reasons for teaching MFL at primary level 128
Different learning modes 132
Materials for pupils to use independently 133
Computer-based materials 134
Support for teachers 137
Acknowledgements 138
References 138
9 Intercultural competence and foreign language learning in the 139
primary school
MICHAEL BYRAM AND PETER DOYÉ
Language teaching in context 139
Describing inte rcultural communicative competence 141
Learning foreign languages and culture in primary education 144
Teachers of language and culture in primary education 146
Curriculum planning 148
Teaching materials 150
Conclusion 150
References 151
10 European school links as a vehicle for promoting languages in the 153
UK
MICHAEL EVANS
viii
Comenius Action 1 funded projects 155
The Cambridge study 156
Summary of survey findings 159
General conclusions 160
References 162
III Future development 165
11 Modern foreign languages in the primary school in England: some 167
implications for initial teacher training
KEITH SHARPE
The context of initial teacher training in England 170
Initial teacher training for primary modern foreign languages: a 171
possible strategy
Primary MFL training for specialists 174
Primary MFL training for non-specialists 178
Conclusion: the way forward 180
References 181
12 Developing primary MFL: a teacher-led, community-focused 183
approach
DAVID FROST
The idea of a national training strategy 184
The teacher as an agent of change 185
The school’s capacity for change 186
The importance of community 188
A national framework of support for local government 190
Initiating a local development of primary MFL 191
Locating external support 191
Identifying and using languages expertise 193
Strategic planning 193
Evidence-based development 194
References 196
13 A research agenda for modern languages in the primary school 199
RICHARD JOHNSTONE
Introduction 199
Reports 200
Metalinguistic awareness and partial immersion 205
ix
New directions 209
References 210
Appendix I 211
Appendix II 229
Index 231