Evaluation of the Key Stage 2 Language Learning Pathfinders

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Table 3: Cultural Tolerance - Questionnaire 1 (Questionnaire 2 in brackets)Learning a foreignlanguage has made mypupils more tolerant ofother culturesAgreestronglyAgreesomewhatNeitheragree nordisagreeDisagreesomewhatDisagreestronglyDon’t know13.6 (12.9) 42.4 (43.2) 29.3 (29.2) 3.0 (3.4) 1.0 (0.5) 10.6 (10.8)‘We aim to develop children’s curiosity of different languages and cultures.’ (Schoolprospectus)Nonetheless, some schools had involved native speakers, albeit on occasion peripherally,and/or trips to a target language (TL) country, or themed days, and this was viewed verypositively by teachers and pupils alike. For some headteachers the benefit of languageswas seen to be primarily cultural. This might be achieved by the presence of a nativespeaker, who could be crucial in giving pupils access to a young person from a differentculture. A number of examples of native speakers from a variety of backgrounds werefound. Some native speakers were young Foreign Language Assistants (FLAs), and theirdeployment was particularly successful in a Pathfinder model where FLAs were usedprimarily to deliver languages, and in another where strong teams of FLAs supporteddelivery by the class teacher. Native speakers were also recently qualified teacher trainees,or trainees on a school placement as part of the DfES/TDAS Primary Languages ITTProject. In a few cases, schools were using native speakers from an external provider, suchas La Jolie Ronde, or from within the local community.In a minority of lessons, the presence of a young native speaker appeared neither to havebeen planned for, nor did the FLA participate, doing little else than stand to one side.A few examples of primary schools linking with schools abroad, via e-mail pen friendprojects, were reported. In some, classes had put together work and realia to share withtheir e-mail penfriends in the target language country, and pupils were fascinated by theitems sent from their partner school. Children spoke very positively of such contacts:37
‘We’ve written a letter and drawn a picture of our Dad and Mum and sent some pictures.They sent French sweets and we sent wrappers. They sent photos of France so we couldsee what France is like.’ (pupil)Pupils in another school eagerly described sending items to their partner school atChristmas, New Year and Easter ‘because they want to know about the differences inEnglish traditions.’ (pupil)The same group also recalled with accuracy and enthusiasm what they had learned from anFLA about the galette des rois eaten in an assembly, as well as Easter traditions. Thesedetails had remained in their memory despite more than a year having elapsed since theteaching took place. In one Pathfinder, a teacher was observed going through some cardsillustrated with names of months and linked cultural conventions, for example, May, Lily ofthe valley, November, a graveyard to depict All Saints’ Day.Elsewhere, boys in particular wanted historical details:‘I’m still waiting for them to teach me stuff about the Normandy Beaches, traditions andhistory – not much, but a bit about what happened TO France.’ (pupil)Where schools had a number of EAL and other pupils, who had a variety of other languages,languages were seen by many teachers as very positive:‘If we can make an issue of language, it’s something all children can bring something to.’(languages co-ordinator)3.1.4.6. Impact on other subjectsTable 4: Language and Literacy – Questionnaire 1 (Questionnaire 2 in brackets)Learning a foreignlanguage has improvedmy pupils performancein literacyAgree Agree Neither agree Disagree Disagree Don’t knowstrongly somewhat nor disagree somewhat strongly5.1 (5.5) 22.3 (22.4) 39.1 (38.7) 10.7 (11.0) 6.1 (5.5) 16.8 (17.0)38
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 and 20: 2.2.2. Languages Delivery by the Pr
Page 21 and 22: 2.2.4. Languages Delivery through a
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: Table 2: Integration and Communicat
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
Page 87 and 88: Case study: exemplar of a well deve
Page 89 and 90:
In some Pathfinder schools effectiv
Page 91 and 92:
‘Only a very small number (6/7) g
Page 93 and 94:
• transfer of more sensitive info
Page 95 and 96:
‘…I know the Year 7 teachers we
Page 97 and 98:
3.4.5. Links to KS3 Framework/Natio
Page 99 and 100:
situation was especially difficult
Page 101 and 102:
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
Page 109 and 110:
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
Page 115 and 116:
c) there is obvious progression fro
Page 117 and 118:
to be constrained. Methodologies ge
Page 119 and 120:
Time spent on the project was gathe
Page 121 and 122:
Estimating development costs of res
Page 123 and 124:
There were significant differences
Page 125 and 126:
on staff costs, with the impact on
Page 127 and 128:
5. CONCLUSIONSOverall, this evaluat
Page 129 and 130:
5.2. Teacher Competence• Primary
Page 131 and 132:
o for training secondary teachers i
Page 133 and 134:
ReferencesBell, E with Cox, K. (199
Page 135 and 136:
Case Study 2Case study 2 is a compa
Page 137 and 138:
channelled through this school. At
Page 139 and 140:
Case Study 5This LA is a large auth
Page 141 and 142:
Case Study 7Case study 7 is a joint
Page 143:
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