Evaluation of the Key Stage 2 Language Learning Pathfinders

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2.2.3. Use of Foreign Language Assistants in Languages DeliveryForeign Language Assistants usually have no teacher training but may do. The short termtrainees are being teacher trained but still have different expectations and prior experienceAdvantages• Represent a good role model in termsof pronunciation, accuracy andfluency• Able to convey the wider culturalelements and authenticity to thelanguage• Add variety to input for pupils• Pupils generally respond well to a‘real’ speaker of the language• Can contribute to the promotion ofpositive attitudes and the breakingdown of stereotypes• May help establish ‘foreign’ links (e.g.e-mail exchange between pupils)Disadvantages• May have outsider status• Lack of understanding of the primarycurriculum in the UK• Lack of knowledge of pedagogy• Less able to differentiate• Lack of knowledge of classroommanagement issues• May be in UK for first time with limitedexperience of British culture• May require induction and substantial andongoing support and training• Need to be ‘managed’/supervised• Continuity and progression difficult toachieve if FLAs (Foreign LanguageAssistants) move on after a year• Transport issues• Punctuality issues• May be shared between schools, whichadds to logistical problems• Add cost to the school’s budgetAs well as different delivery models in terms of personnel, different models can also bediscerned in terms of the aims of the programmes employed in different Pathfinders.19
2.2.4. Languages Delivery through a Language Competence ProgrammeAdvantages• Develops children’s linguisticattainment with an emphasis onperformance and progression,typically in a single language• If the language content and skills areclearly defined through a scheme ofwork secondary language teacherscan be informed precisely about whathas been covered and this can bebuilt on in KS3.• Can be an integral part of the wholecurriculum: foreign language can bereinforced throughout the day atprimary level by inclusion in everydayactivities within normal daily routines,for example, the register, collectingdinner money, day, date and weatherand simple instructions.• If delivered or supported by theprimary teacher, elements of theforeign language can also permeateother topic and class work such asgeography, art, science and PE.Examples of such integration (Bell,1996; Tierney and Hope, 1998; Muir,1999) demonstrate the feasibility ofpromoting real communicationthroughout the school day.• Potential for continuity andprogression in KS3Disadvantages• The teacher’s linguistic knowledge iscrucial to achieving quality of teaching.• Language competence models tend to bedelivered by outreach teachers• Predominance of French has an impacton diversification programmes atsecondary level• Switching languages between KS2 andKS3 fails to achieve continuity• Potential for repetition of work at KS320
Page 1 and 2: RESEARCHEvaluation of the Key Stage
Page 3 and 4: Contents1. Executive summary 32. In
Page 5 and 6: practice and factors that might imp
Page 7 and 8: of the experience. Individual feedb
Page 9 and 10: • The analysis revealed the need
Page 11 and 12: • Are pupils with SEN and gifted
Page 13 and 14: Both respondent characteristics and
Page 15 and 16: Interviews were recorded and a 25%
Page 17 and 18: 2.2. Advantages and disadvantages o
Page 19: 2.2.2. Languages Delivery by the Pr
Page 23 and 24: Analysing these models, conditions
Page 25 and 26: • Schools should be encouraged to
Page 27 and 28: however, instances of schools where
Page 29 and 30: 3.1.3.4. Time allocated to language
Page 31 and 32: ‘French would not be taught now a
Page 33 and 34: • beneficial for the subject’s
Page 35 and 36: Many teachers remained very depende
Page 37 and 38: Table 2: Integration and Communicat
Page 39 and 40: ‘We’ve written a letter and dra
Page 41 and 42: ‘it makes you realise that if acc
Page 43 and 44: Table 5: Languages and Learning - Q
Page 45 and 46: 3.1.5. Pupils - Learning and Attitu
Page 47 and 48: • useful for travelling abroad -
Page 49 and 50: • ‘Comments at the end to help
Page 51 and 52: ‘At times they find it difficult
Page 53 and 54: teacher who knew our level.’ In t
Page 55 and 56: In most Pathfinders, however, there
Page 57 and 58: 3.2.2. Recommendations• Primary t
Page 59 and 60: Effective staffing is essential to
Page 61 and 62: Martin and Mitchell 1993). In anoth
Page 63 and 64: Nineteen respondents had specialise
Page 65 and 66: As revealed in questionnaire 1, in
Page 67 and 68: However, some teachers were pleasan
Page 69 and 70: However, there were frequent instan
Page 71 and 72:
• team-teaching on the ground•
Page 73 and 74:
involved external bodies in the del
Page 75 and 76:
Generally, there was a sense that s
Page 77 and 78:
• Methods of recording progressio
Page 79 and 80:
However, there were challenges in a
Page 81 and 82:
In one Pathfinder one school cluste
Page 83 and 84:
One example of assessment included
Page 85 and 86:
trying to evaluate, prior to each u
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Case study: exemplar of a well deve
Page 89 and 90:
In some Pathfinder schools effectiv
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‘Only a very small number (6/7) g
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• transfer of more sensitive info
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‘…I know the Year 7 teachers we
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3.4.5. Links to KS3 Framework/Natio
Page 99 and 100:
situation was especially difficult
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3.5. Sustainability and Replicabili
Page 103 and 104:
develop ‘effective and replicable
Page 105 and 106:
3.5.4. Leadership and managementThe
Page 107 and 108:
on one aspect of delivery. This was
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3.5.5. Staff and staff expertiseIn
Page 111 and 112:
‘Usually it is impromptu: 10 or 1
Page 113 and 114:
‘The reason why I have decided to
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c) there is obvious progression fro
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to be constrained. Methodologies ge
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Time spent on the project was gathe
Page 121 and 122:
Estimating development costs of res
Page 123 and 124:
There were significant differences
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on staff costs, with the impact on
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5. CONCLUSIONSOverall, this evaluat
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5.2. Teacher Competence• Primary
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o for training secondary teachers i
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ReferencesBell, E with Cox, K. (199
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Case Study 2Case study 2 is a compa
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channelled through this school. At
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Case Study 5This LA is a large auth
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Case Study 7Case study 7 is a joint
Page 143:
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