Evaluation of the Key Stage 2 Language Learning Pathfinders

Table 2: Integration and Communication Skills - Questionnaire 1 (Questionnaire 2 inbrackets)Agree Agree Neither agree Disagree Disagree Don’t knowstrongly somewhat nor disagree somewhat stronglyMFL is most successful 13.1 (12.4) 35.9 (35.6) 27.8 (26.5) 7.1 (7.4) 5.1 (4.9) 11.1 (13.2)when you integrate itwith other subjectsPupils’ communicationskills have improved as aresult of doing MFL14.1 (13.6) 38.4 (36.4) 28.3 (30.2) 6.1 (6.5) 2.5 (2.3) 10.6 (11.0)Despite teachers’ considerable indecision on these issues, as is apparent from Table 2, it isnevertheless the case that they are more positive than negative.Pathfinders varied in the emphasis placed on cross-curricular aspects. Some had intendedto incorporate much more, but the plans had not been realised. One Pathfinder adopted adeliberate cross-curricular approach in Year 5 of its model and a special school within thatPathfinder held a school-wide Spanish day (with further days for different languagesplanned), incorporating a cross-curricular element through food, dress etc. ManyPathfinders mentioned occurrences of the language being used at a fairly low level outsidethe dedicated languages lessons, for example in registration, use of numbers or in otherroutines of the school day. There were also instances in the lessons observed where alanguages theme incorporated a topic needed in the wider curriculum, e.g. the 24 hour clock.A small minority of schools had attempted to implement an immersion programme in Frenchin some curricular areas such as PE in KS2. In practice children’s limited vocabulary had insome instances made this difficult to sustain. There was an issue too, over how much timewas being taken up with the language to the detriment of the PE content. Attempts toincorporate a partial immersion type approach through Music were much more successfuland Music lessons contained a good deal of singing in the foreign language.3.1.4.5. Cultural awarenessDespite the clear agreement demonstrated in the Table 3, cultural content was mentionedrarely outside the questionnaires, although some schools included comments on culture intheir school prospectus:36