Evaluation of the Key Stage 2 Language Learning Pathfinders

2.2.1. Using an Outreach Teacher to Deliver Primary LanguagesAdvantages• Good subject knowledge• Represents a good role model in terms ofpronunciation and accuracy, which is vitalif the aim of primary language learning isto follow a language competence modeland thereby raise attainment in KS3.• Awareness of and ability to correct error• More thorough knowledge of grammarmay enable language as system to bediscussed more fully• Richer language input• Ability to extend pupils linguistically• More likely to have visited target languagecountry and therefore able to developchildren’s intercultural understanding• May use a variety of language teachingstrategies i.e. mime• Repetition and questioning strategies maybe more appropriate and challenging• Pupils experience different teachingstyle(s)• Lessons may have more pace• Has experience of assessment strategies• A longer-term view of foreign languagelearning to inform planning• Potential for continuity into secondaryschool• If class teacher works together withoutreach teacher, two teachers inclassroom can facilitate group workmonitoring and attention to individuals• Pupils might view language lessons with avisiting teacher as a ‘special event’• A timetabled slot helps ensure that thelanguage lesson does take place regularlyDisadvantages• Lack of primary experience• The visiting teacher has outsider status andmay have little understanding of the primarycurriculum and pedagogy• Resources used may not be age appropriate• Visiting teacher does not know class well andmay therefore not be able to differentiateadequately• Less intimate knowledge of pupils may lead touncertainties over class management• Has to teach in the ‘timetabled slot’ so thatlanguage learning may be ‘isolated’ from therest of the primary curriculum• Lack of liaison between SMT and classteacher may make language period an add-on• Therefore less likelihood of integration andcross curricular work• Is more likely to restrict location of teaching towithin classroom, rather than using otherspaces such as hall for PE• May daunt class teacher to the extent ofdiscouraging her from teaching languageherself• If primary teacher is not in the classroomthere may be less impact on the wider schoolcurriculum and no opportunity for the primaryteacher to be trained up or continue withlanguage work in the periods in betweenlessons• Lack of continuity in case of staff/languagechanges• Logistical problems (transport, differenttimetables, school specific events)17