Havering Newsletter

Languages – Success in language teaching for the non-specialist

Ideal conditions Language Trends 2022 writes, “We know from recent research (Graham et al., 2017) that the ideal conditions for teaching languages in primary schools are a minimum of one hour of contact time per week, delivered by a teacher with degree-level proficiency in the language.” Since when have we taught anything in ‘ideal conditions’? As teachers, we are skilled at working with what we have - we navigate time constraints, a lack of confidence, doubts around subject knowledge. Drawing upon existing skills We draw upon existing skills to facilitate learning – an abundance already at our disposal; we know our children, how to organise engaging activities, how to progress an understanding of phonemes in the first language, the components of language and grammar, how to recognise progress. We might lack fluency or knowledge (of the phonemes, rules, grammar or meaning of a foreign language), but have the skills to figure out the essentials and help our young learners by setting an example of adopting a positive learning attitude. National fault-lines aside (limited time, a lack of specialist knowledge, bumpy transition into KS3, inconsistent assessment), our children are given high-quality learning opportunities, teachers are working extremely hard to demonstrate the value and enjoyment of language learning, and children are making gains (skills, knowledge

and attitude towards the subject). Leaders furnish colleagues with coherent schemes and resources, adapt elements of schemes to improve the curriculum. Assessment tools are continually tweaked, and teachers are recognising that success isn’t merely a focus on producing written evidence. Over time, we see our learners understanding, recalling and reproducing words (writing and speech) with increasing accuracy. They begin to understand how to use or comprehend familiar, high-frequency and transferable words in the context of sentences, short paragraphs, longer texts or stories. We see them engaged in their learning, managing short conversations, singing songs, explaining rules. Let’s remember that we are not seeking to produce bilingual Y6s, but to lay a foundation for future language learning (through vocabulary, phonemes, grammar), and sparking interest (through enjoyment and making achievement accessible). If learners are motivated and enabled to develop these skills, this is ‘substantial progress’.

Dan Alliot HSIS Adviser, Primary Languages hsis@havering.gov.uk 01708 433813

For more information go to: www.hes.org.uk or follow us on Twitter

@HES_orguk

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