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Guidance on implementation of the KS2 Framework for languages

Using the new language as much as possible

In order for children to make progress in understanding and communicating in the new language, they need to hear it and interact with it as much as possible. For teachers about to introduce language learning to their classes, this may seem challenging. Teachers should try to use the new language as much as they can. For those teachers at an early stage of language learning, the quality of their pronunciation will be as important as their fluency and the amount of language that they command.

• try to use the new language as frequently as possible;
• it is better to provide a small amount of language which is accurate and of high quality rather than a lot of language that is less secure; Keep language short, accurate and simple;
• it may be very useful to script lesson plans: preparing what the teacher will say and what the children might say;
• it is highly recommended to make the best use of resources such as audio tapes, CD and DVD material both as a model for improving the teacher's competence and to provide a rich and high quality stimulus for children;
• opportunities for intensive exposure to the new language should be provided, as frequently as possible. This could be through contact with a native speaker, e.g. a Foreign Language Assistant or through the use of ICT.

Working with young children, primary teachers are well aware of the significance of non-verbal communication, of gesture and expression and of the use of props and resources, pictures, posters, photographs, artefacts, real objects, rearranged furniture, flashcards and other visual aids. All of these will support the primary teacher to use the new language as much as possible to communicate with the children and present new language. Mime, gesture and visual aids get the message across to children without the unnecessary use of too much English explanation.

There will also be occasions when the use of English has a clear rationale. Teachers are encouraged to make connections between learning the new language and the work undertaken in English and mother tongue literacy to underpin learning and support progression.

To support the implementation of the primary languages entitlement there will increasing numbers of primary teachers joining the profession with a specialism in languages. During the capacity building phase 2005/06 - 2009/10 there will also be access to many opportunities at local and regional level for the primary class teachers to improve their language skills.