Language In Primary Schools Research Articles

Curriculum for Excellence: the way forward for primary languages in Scotland?

Following the Dearing Report on the provision and teaching of modern languages in England, there has been a drive to establish the teaching of modern languages in primary schools throughout England. This article looks at how the teaching of modern languages in the primary school (MLPS) in Scotland has developed since 1989 – when the first pilot scheme was set up – to the present day, when modern languages are taught in almost all primary schools. We will discuss the issues surrounding the training of primary teachers and delivery of MLPS, which may resonate with experiences that English colleagues are undergoing at present, before moving on to look at the possibilities that the new curricular initiative in Scotland, Curriculum for Excellence (CfE), offers for MLPS.

Dziecko w wieży Babel czyli przygotowanie do wielojęzyczności na etapie wczesnoszkolnym

The current Polish tendencies to promote only English language in primary schools and various constraints in the „building of multilingualismfriendly environment” in early education call for an urgent action. To meet European appeals for multilingualism from an early age, two languages could be introduced in kindergartens and schools even in the present reality. This would require a new approch to teacher training, teacher co-operation, good administrative decisions, co-operation with parents, and integrated teaching. These statements will be illustrated by positive examples taken from the life of a kindergarten and a primary school in Toruń and Gdańsk, Poland.

The study of primary school language characters base on the corpus

The study of primary school language characters base on the corpus

Project-based learning in the teaching of English as a foreign language in Greek primary schools: from theory to practice

This article deals with implementing project work in the teaching of English as a foreign language in Greek state primary schools. Theoretical foundations for project-based learning are presented and applied in the classroom, difficulties encountered are discussed, and benefits resulting from student participation in project work are suggested. The article purports to be pragmatic in focus, linking theory with practice, and providing practitioners with a tool for effectively implementing project-based learning in foreign language contexts. Keywords: Project-based learning, English as foreign language in Greece

Progression and assessment in foreign languages at Key Stage 2

The teaching of primary languages has been increasing steadily, in response to the future entitlement for all Key Stage 2 (KS2) pupils aged 7–11 to learn a foreign language by 2010. However, there remain concerns about progression both within KS2 and through to secondary school and about how learners' progress is assessed. This paper presents findings on the issues of progression and assessment taken from case studies which formed part of a project funded by the then Department for Education and Skills (DfES), now the Department for Children, Schools and Families (DCSF). This project set out to evaluate 19 local authority (LA) Pathfinders in England that were piloting the introduction of foreign language learning at KS2 between 2003 and 2005. Findings revealed that there was inconsistency between schools, even within each LA Pathfinder, in the use of schemes of work and that assessment was generally underdeveloped in the majority of the Pathfinders. In order to set these findings in context, this paper examines the issues of progression and assessment in foreign language learning in England. Finally, it investigates the challenges English primary schools face in terms of progression and assessment in the light of the new entitlement and discusses implications for the future. Managing progression, both within KS2 and through to secondary school at KS3 (ages 11–14), is one of the key factors in determining the overall success of starting languages in primary school.

Forty per cent French: intercultural competence and identity in an Australian language classroom

In the development of intercultural language learning, limited research has been conducted on language learners' negotiation of identity and cultural memberships. There is little research in particular on intercultural identity in young (primary school) language learners. With the global growth of languages in the primary school, it is timely to examine the quality of young learners' experiences and their achievement of intercultural goals in more depth. This paper reports findings from a qualitative case study of intercultural competence in a group of Australian upper primary school language learners. The paper demonstrates that the case‐study students are self‐aware of their sense of change and transformation through language learning, and show sophisticated critical negotiation of their simultaneous memberships of different cultural groups. It highlights for teachers the dynamic personal and complex framework constructed by young learners in their interaction with language study.

THE TEACHING OF MODERN FOREIGN LANGUAGES IN PRIMARY SCHOOLS AND GENERALIST CLASS TEACHERS

Turkiye‟de 1997 yilinda ilkogretim okullarinin 4. ve 5. siniflarinda yabanci dil olarak Ingilizce ogretimi baslatilmistir. Prensipte bu dersleri Ingilizce ogretmenlerinin yurutmesine karar verilmis olsa da, sayisal yetersizlik nedeniyle, kimi zaman farkli alan ogretmenlerinin ve sinif ogretmenlerinin bu sorumlulugu ustlendikleri gorulmektedir. Bu durum, karmasik uygulamalara neden olarak Ingilizce ogretiminin basarisinda temel bir sorun yaratmaktadir. Bu makalede 4. ve 5. sinif Ingilizce ogretiminin sinif ogretmenleri tarafindan yurutulmesi durumunda, bu sorunun ortadan kalkabilecegi onerilmektedir Bu baglamda Ingilizce ogretmenleri ile sinif ogretmenlerinin avantaj ve dezavantajlari “Tarama Modeli” kullanilarak irdelenmektedir. Ingilizce ogretmenlerinin en belirgin avantaji dil bilgilerinin uzman seviyesinde olmasindan kaynaklanmaktadir. Sinif ogretmenlerinin en belirgin avantaji ise ilkogretim pedagojik bilgi ve deneyimlerinin yani sira ogrencilerle olan siki iliskilerinin yarattigi firsatlardir. Sinif ogretmenlerinin, bu dogrultuda ihtiyac duyacaklari bilgi ve becerilerin ilkogretim okulu 4. ve 5. sinif Ingilizce ogretim programi ile sinirlandirilmasi halinde kisa surede etkili sonuclar elde edilebilir. Turkiye‟de halen gorev yapmakta olan sinif ogretmenlerinin buyuk bir cogunlugunun –dusuk seviyelerde bile olsa- Ingilizce biliyor olmalari faydalanilmasi gereken onemli bir kaynaktir. Cogu Avrupa ulkesinde oldugu gibi, Turkiye‟de de ilkogretim okulu birinci kademe yabanci dil ogretiminde sinif ogretmenleri, ihtiyac halinde, gorev alabilmeli ve bu dogrultuda yapilacak olan bilimsel arastirmalar hiz kazanmalidir.

Will CLT bail out the bogged down ELT in Bangladesh?

ABSTRACTRural failure in English learning and the socioeconomics of ELT. Over 24 million children learn English as a second/foreign language in primary and secondary schools in Bangladesh. These children start learning the language as a required subject in Grade 1 and continue learning it (if they don't drop out) until Grade 12, and later at the tertiary level. Officially, they are taught English communicatively using Communicative Language Teaching (CLT) methodology, as it was envisaged that CLT would develop learners' ‘communicative competence’, and thereby strengthen the human resource development efforts of the Government of Bangladesh (NCTB, 2003). Nearly a decade has passed since CLT was first introduced in the national curriculum. It now seems appropriate to ask to what extent has it developed learners' competence and improved the declining standards of English in the country (Rahman, 1991).

Trying to Meet the Demands of English in a Global Market A Critical Discussion of the National Bilingual Programme in Colombia

This paper provides a critical analysis of the National Bilingual Programme in Colombia. It considers how and why it aims to extend the teaching of ‘a’ foreign language in Primary and Secondary school in 1994, to the teaching of English to an internationally recognized standard in all sectors of education by 2019, while at the same time attempting to promote the bilingual education of the Creole and Amerindian speaking sections of the population. It suggests that although some of the aims of the programme are being met, the contexts in which it is being implemented are too diverse and the aims too broad for the programme to be implemented successfully in its current state.

Sens et fonction des concepts de langue, de langage et de littérature dans le Programme de formation de l’école québecoise

Due to the important education reform implemented in the province of Quebec, changes were made in the curriculum and the education programs regarding compulsory schooling. We examined the French as first language programs, in primary and secondary school. The goal of the study was to better understand the meaning attributed to the con structs of language, and literature, and their roles in the conception of French programs. Globally, the Quebec French programs use an instrumental approach of language, texts and literature. Discrepancies examined in the constructs under study lead us to question their capacity to guide French teachers in a precise and coherent manner.

Young EFL Pupils Reading Multicultural Children's Fiction: an Ethnographic Case Study in a Swedish Language Primary School in Finland

Young EFL Pupils Reading Multicultural Children's Fiction: an Ethnographic Case Study in a Swedish Language Primary School in Finland

Foreign Language Education in Primary Schools in the People's Republic of China

This paper analyses the national policies on foreign language in primary schools in the People's Republic of China (PRC). It begins with a brief introduction to the changes in foreign language education policy and the main motives for those changes in the context of socio-political circumstances. It then examines foreign language education in primary schools (FLPS) at different times in terms of aspects of language choice, curriculum design and materials development. The study shows that FLPS in the PRC has not been planned systematically but has developed in line with the changing socio-political situation, that is it has been determined to a large extent by political, economic and educational motives.

Language teaching

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Community languages and Lote provision in Victorian Primary Schools

Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.

Community languages and LOTE provision in Victorian primary schools

Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.

Awakening to languages in primary school

Awakening to languages in primary school

Breaching the Peace: Struggles around Multilingualism in Switzerland

Swiss multilingualism has been suggested as a model for a unified Europe. In this country, the territoriality principle and political subsidiarity have supported a discourse on multilingualism for the purpose of ‘mutual understanding’. However, a conflict has recently upset the cohabitation of four national languages in Switzerland, resulting partly from conflicting responses to the spread of English in Swiss society. This paper discusses the struggle around the weighting of national languages versus English in educational language policy. The dominant discourse on multilingualism has been confronted with a globalising ideology, where competence in English is seen as a commodity to be acquired early. An economically powerful canton, Zurich, introduced English as a first additional language in primary school in 1998, triggering what has come to be known as Sprachenstreit, or ‘language strife’. An apparent compromise may not be stable as language issues have now been subjected to a referendum. The implications of the Swiss case are discussed in the light of European language policy.

Thinking through languages: a multi-lingual approach to primary school languages

The beginning of the 21st century in England has seen a rapid growth in interest in foreign languages for primary age learners. This article presents an alternative approach to primary school languages based on a Nuffield-funded pilot in Coventry LEA. A brief overview of recent developments in primary MFL is provided, followed by an account of the approach. The pilot project draws upon language awareness and develops it towards a multilingual approach to foreign languages for primary learners. The approach fosters links with the literacy hour and citizenship, and has the aim of raising pupils' awareness of the diversity of languages and the challenges and rewards of language learning. The article includes some practical examples of activities for primary age children and is interspersed with comments from MFL PGCE trainees who were involved in one aspect of the project (a language encounter) as well as primary teachers' views. A nation's fate will depend, in the end, on the quality of the education its children get in language'. Comenius, 1630

A socio-historical (Berber) perspective on the Amazigh Cultural Movement in North Africa

North Africa has known various colonizations which in contact with indigenous ones have given the area a special character. One continuing presence since antiquity is that of the Berbers, or the Imazighen, the indigenous population of the area. In this article an attempt is made to shed light on the status of the language and culture of the Imazighen, and in particular on the recent calls for official recognition of the Amazigh language in the constitutions of the two countries with the highest presence of Imazighen, namely Morocco and Algeria. Although some recent developments, like the teaching of the Amazigh language in primary schools, give reason enough to be optimistic about the future of the indigenous language and culture, a closer look at the ideological background of pan Arab-nationalists casts doubts on any serious government intentions to guarantee the maintenance and development of the Amazigh language and culture. This ideology will be brought to light by contrasting the constitutional rights that some Muslim and/or African countries grant to their citizens who speak different languages than the official one(s).Key words: Amazigh identity, Amazigh Language, Berber, culture, linguistic rights, minority languages, pan-Arabism

MODERN LANGUAGES ACROSS THE CURRICULUM

MODERN LANGUAGES ACROSS THE CURRICULUM. Michael Grenfell (Ed.) . New York: RoutledgeFalmer, 2002. Pp. 222. $39.95 paper. The European Union has succeeded in breaking down monetary and legal barriers among its members. This volume presents a program for breaking down linguistic barriers by teaching European languages in primary and secondary schools using the approach of Modern Languages Across the Curriculum (MLAC), what is essentially called content-based instruction in the United States.