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Guidance on implementation of the KS2 Framework for languages

Gaining confidence in teaching a new language

For many teachers who are apprehensive about introducing primary languages the main source of anxiety is usually the extent of their knowledge of the language to be taught. The following six observations reflect the experience of primary schools who have begun to teach languages over recent years:

1. Worthwhile experience of language learning can be provided for primary pupils by teachers who do not have an extensive knowledge of the language being taught;
2. People tend to underestimate how much they do know; most primary teachers have studied a language at some time and retain a residual knowledge and understanding of key words, phrases and structures;
3. There are now available a considerable number of high quality teaching resources which teachers can use both to refresh their own familiarity with the language being taught and to structure teaching programmes for their pupils;
4. Native speakers can be involved in a variety of ways to assist with primary language teaching;
5. Primary languages should not be seen as adding 'a bolt-on extra', but rather as giving a new and distinctive dimension to the curriculum as part of the Primary Strategy;
6. Direct support is available from many sources including local authorities, colleagues in the secondary sector, especially Specialist Language Colleges, and a range of other organisations such as the CILT, the National Centre for Languages.

For schools with no previous experience of teaching primary languages, it will be sensible to start with Year 3 pupils. There are many opportunities to make links with literacy in English, and to embed language learning little by little into classroom activities. There is much to gain for children at this stage of development in listening to and interacting with the sounds of the new language, in order to train the ear and encourage them to play with sounds, joining in with songs, rhymes and simple phrases.

Teachers can plan activities in advance, using a set amount of language. The range of language in the beginning stages and the nature of the activities proposed should mean that teachers can more easily, comfortably and quickly perfect their pronunciation and grow in confidence. Doing a little well is the key to success for teachers getting started. The use of electronic and other resources, native speakers, local authority advisory staff and secondary outreach colleagues will provide valuable support in developing high quality structured teaching over time.