Capacity building for primary languages through initial teacher education: could specialist and non-specialist student teachers’ complementary skills provide a winning combination?

Abstract

There has been much debate about the development of a suitably qualified workforce to deliver the objectives of the Key Stage 2 language learning entitlement in England. The model of a skilled primary languages subject leader, working in collaboration with enthusiastic generalist class teachers is emerging as a consistent preference. Relatively little research and discussion has centred on the role of initial teacher education in developing this model amongst future newly qualified teachers. This study investigates the impact of primary modern languages (PML) provision as a compulsory element of primary postgraduate teacher training in a university in the northwest of England. Data are drawn from specialist linguists hoping to become subject leaders and from non-specialists aiming to contribute to PML provision as part of their teaching repertoire. Key findings demonstrate the positive impact of this provision. The enthusiasm, complementary skills and symbiotic development needs of these two groups of student teachers, suggest an important role for initial teacher education in supporting the future success of primary languages and identify the need for targeted continuing professional development if the initial gains are to be sustained and enhanced.