The role and nature of the cultural dimension in primary modern languages

Abstract

This paper explores the teaching and learning of cultural awareness and intercultural understanding within modern languages in English primary schools. The data were collected from 40 primary schools over three years using a mixed method research design, including observation of lessons and interviews with teachers and headteachers, and focus group discussions with children. Questionnaires were also administered to children across Key Stage 2 (years 7–11). Findings indicate that the cultural dimension in languages teaching is considered important but, while this is clearly articulated by headteachers and teachers, it is rarely planned for systematically. Without a shared understanding of how to achieve the deeper aspects of cultural learning, their vision of developing respect for multiculturalism, broadening cultural horizons and promoting global citizenship remains only partially realised. While the cultural dimension is referenced within lessons, there are limited opportunities for children to question, explore or reflect upon the impact of culture either on their own lives or on the lives of others. Implications for teacher development and the new curriculum for languages at Key Stage 2 are discussed.