Various opinions on the early start have been put forward. However there are important factors to be taken into serious consideration.
1) Given a KS2 start does not necessarily mean that whatever good foundation can be built on would continue into KS3 where modern languages is reduced to an option.
As some one who has fought for the inclusion of modern languages as a foundation subject in the National Curriculum in the eighties, it is heartrending to see the previous government abolish the status.
2) Therefore, some of the pupils who may benefit from the primary start may be able to continue to KS3 (should the schools provide such an option) and some to KS4.
3) The question of transfer and transition, feeder schools and secondary link depends on a variety of factors such as curricular continuity, progression, record keeping and transmission, methodology and approaches, etc.
4) Even in the present patchy situation, the ultimate objectives of teaching modern languages in primary schools are pretty diverse ranging from carousel, taster, language awareness to the SOW approach. By just following the KS2 scheme of work and then KS3 does not necessarily fulfill the objective of seriously learning modern languages. Of course not everyone can be a linguist nor is it necessary. What are we really aiming for at the end of the day for each key stage? Can we accommodate a variety of outcomes? Without disaffected pupils at one stage or another?
5) The clarification of the ultimate teaching and learning objectives has important implications for the qualification, aptitude, motivation of the teaching staff {full time/part time)concerned. What about progression for their professional future? Some of the most dedicated teachers I have ever met are from the peripatetic pool of primary modern languages teachers.
6) If I may go back in history, one of the major failures of the primary French initiative in the Inner London Education Authority (then responsible for twelve London boroughs)in the 70s is the issue of human resource.
7) To avoid any U turn what is the actual dedicated budget allocation pre 2014?
8) Who are the trainers? There should be a wide recruitment as some of the very best trainers are practising teachers who are not officially acknowledged and recognised. They actually deliver day in day out under the most unfavourable circumstances.
9) There are two British models which offer may offer solutions and approaches:
2) Therefore, some of the pupils who may benefit from the primary start may be able to continue to KS3 (should the schools provide such an option) and some to KS4.
3) The question of transfer and transition, feeder schools and secondary link depends on a variety of factors such as curricular continuity, progression, record keeping and transmission, methodology and approaches, etc.
4) Even in the present patchy situation, the ultimate objectives of teaching modern languages in primary schools are pretty diverse ranging from carousel, taster, language awareness to the SOW approach. By just following the KS2 scheme of work and then KS3 does not necessarily fulfill the objective of seriously learning modern languages. Of course not everyone can be a linguist nor is it necessary. What are we really aiming for at the end of the day for each key stage? Can we accommodate a variety of outcomes? Without disaffected pupils at one stage or another?
5) The clarification of the ultimate teaching and learning objectives has important implications for the qualification, aptitude, motivation of the teaching staff {full time/part time)concerned. What about progression for their professional future? Some of the most dedicated teachers I have ever met are from the peripatetic pool of primary modern languages teachers.
6) If I may go back in history, one of the major failures of the primary French initiative in the Inner London Education Authority (then responsible for twelve London boroughs)in the 70s is the issue of human resource.
7) To avoid any U turn what is the actual dedicated budget allocation pre 2014?
8) Who are the trainers? There should be a wide recruitment as some of the very best trainers are practising teachers who are not officially acknowledged and recognised. They actually deliver day in day out under the most unfavourable circumstances.
9) There are two British models which offer may offer solutions and approaches:
The Scottish statutory requirement starts from KS2 and now they are thinking of KS1 start as well. Then there is the independent sector. What can we learn from them?
Isn’t it about time that we consistently use the term “modern languages” instead of “modern foreign languages”?
Isn’t it about time that we consistently use the term “modern languages” instead of “modern foreign languages”?
Ming Tsow, Founder/Director,blen,
unrepentent supporter of the early earning of modern languages.
