Evaluation of the Key Stage 2 Language Learning Pathfinders

Target language use is very important for languages to succeed. Subject knowledgeexpertise and teacher confidence in the use of the target language had an impact on thepace of the lessons observed. For example, in one case, with a secondary specialistteacher, the whole lesson was conducted almost exclusively in the target language withemphasis on correct pronunciation from the pupils. However, not all visiting specialists,including native speakers, used target language to best effect and some used very little andmany missed opportunities were observed. So, for example, in another lesson, alsodelivered by a subject specialist, English was used as the means of communicationthroughout. Praise, instructions and explanations were all in English and target languagewas not maximised in the presentation and practice phases of the lesson. Where classteachers were less confident, little French was used for classroom instructions or evenpraise. Encouragingly, in the second year of the Pathfinder, many teachers had increased(and improved) their use of the target language in lessons.In lessons where links were made between the foreign language and English, with referenceto sound symbol relationships or explicit structures, there was a marked increase in mixedmedium teaching, with a predominance of English to explore and discuss language.3.2. Teacher competence3.2.1. SummaryLanguages were taught in the Pathfinders by a wide variety of staff, including mostfrequently non-specialist class teachers, foreign language assistants and outreach teachersfrom secondary schools. Effective models employing outreach teachers incorporated aprocess of empowering class teachers to gain in confidence and competence to worktowards longer term sustainability. Collaborative ‘clusters’ of schools were also verybeneficial in this regard. Class teachers’ confidence in languages remained fairly low,despite the majority having obtained some form of language qualification. CPD(differentiated as appropriate) incorporating linguistic competence as well as methodologywas found to be vital in addressing this aspect. The provision of quality resources was amajor contributor to teacher confidence and thereby increased competence. Training wascrucial for both primary and secondary staff to enable primary languages to achievesuccess.55