Evaluation of the Key Stage 2 Language Learning Pathfinders

However, some teachers were pleasantly surprised by the French required:‘When I came to do French I thought it would be all je suis, tu es, il est, etc. but it is not likethat at all. I am quite confident with colours, numbers, days of the week and all that.’(languages teacher)Where good (comprehensive) materials were provided centrally, even teachers withrelatively few qualifications or little experience of the language felt more confident.‘The plans written by [the LA] are superb: for teachers starting to teach French, they can beself-sufficient with no extra work.’ (languages teacher)In some Pathfinders, FLAs had been very helpful in linguistic training, providing ideal modelsfor pronunciation and intonation.3.2.5. Pedagogy/methodologyThe quality of the teaching observed was mixed. Sometimes the linguistic model presentedwas far from adequate and lessons consisted almost entirely of repetitive games or songs.Pupils appeared to be very aware of the difference between learning and just repeating:‘If we get them wrong, she just keeps saying the same words, répétez – usually we get itright, but then she just reminds us again – and reminds us again after that…’ (pupil)There is a clear difference in this context between merely repeating language (i.e. utilisingpoor and demotivating presentation and practice techniques) and recycling languageeffectively so pupils feel confident, competent and engaged.One French national considered that the involvement of the class teacher in her languagelessons affected what she was able to do with the children. ‘I think it is interesting for thechildren to see the teacher learning something with them.’ She felt she was able to be moreeffective when the teacher joined in and offered a good example to the pupils, but when theteacher was not involved, it was harder work.A co-ordinator in one Pathfinder saw a challenge in the need for primary teachers to engagemore with the language work and, indeed:66