The importance of MFL to pupils with learning difficulties

Learning a modern foreign language helps all pupils develop their interest and curiosity in the similarities and differences between themselves and others. This includes learning about countries, cultures, people and communities. Meeting people from other countries and cultures helps to broaden pupils' horizons by experiencing new and different languages and cultures. Learning the basics of a foreign language helps pupils to extend and develop their language and communication skills and can enhance self-esteem.

In particular, MFL offers pupils with learning difficulties opportunities to:

• become aware of themselves as citizens of the world, as well as in their own immediate environment and society
• become more aware of language, sounds, smells, tastes, images and artefacts from other countries and cultures by working with materials from these countries
• become more familiar with the sounds of an MFL and use a range of methods which develop speaking and listening skills rather than relying on the written word
• meet people from other countries and communicate with them in their own language
• develop imitation skills and the motivation to produce sounds and an expressive language
• use ICT for direct electronic contact, e-mail or the internet so they can use a new language to communicate with schools and people in other countries
• support their learning in other subjects, for example, English or geography
• develop listening, concentration and social skills through partnership and group work
• work in a range of contexts and topics adapted to suit individual interests and motivations.

In response to these opportunities, pupils can make progress in MFL by:

• expanding their breadth and depth of experience, knowledge and understanding
• developing and extending new language and communication skills
• moving from the familiar to the less familiar
• developing understanding, for example, from the concrete to the abstract.

Modifying the MLF programme of study

The statutory inclusion statement of the National Curriculum requires staff to modify the programmes of study to give all pupils relevant and appropriately challenging work at each key stage. Staff should teach knowledge, skills and understanding in ways that match and challenge their pupils' abilities.

Staff can modify the MFL programme of study for pupils with learning difficulties by:

• selecting, at key stage 3, some topics and materials from the non-statutory guidance at key stages 1 and 2
• maintaining, consolidating, reinforcing and generalising previous learning, as well as introducing new knowledge, skills and understanding
• providing opportunities for pupils to consolidate previous learning in a variety of contexts
• focusing on one aspect, or limited aspects, of the programme of study.
• using the programme of study for MFL as a resource, or to provide a context, in planning learning appropriate to the age and needs of pupils
• including experiences which encourage pupils at early stages of learning to acquire knowledge, skills and understanding in MFL within the context of cultural awareness, through encounters with visual and sensory elements of a foreign country.

Acquiring knowledge and understanding of the target language

Knowledge and understanding of an MFL begin with pupils exploring their immediate physical environment through the senses. They may become aware of, and understand, the differences between such an environment and a more distant locality. Pupils gain knowledge and understanding of differences in language and culture through materials, artefacts and meeting people from places which are socially and culturally different from their home environment.

Developing language skills and language learning skills

Teaching MFL across the key stages can help pupils to develop both of these aspects of the programme of study by encouraging them to:

• listen and respond to foreign language songs, poems or stories which have rhyming or repeated words. Staff may vary the repetition by saying things loudly, quietly, quickly or slowly
• listen carefully and discriminate between sounds, identify some meaning from words and intonations, and develop auditory awareness, for example, using audio, video tape or CD-ROM
• respond to a certain word or phrase, for example, a greeting
• use symbols and audio-recordings, for example, a Language Master, to associate a word and an object, and to record themselves or others
• increase social skills by providing new contexts for communication and interaction, for example, taking part in pair and group work and developing turn-taking skills
• express their own views about people, places and environments by showing a preference or by expressing likes and dislikes, for example, using a growing vocabulary of words or symbols, gestures and facial expressions
• develop general language skills through new learning experiences, resulting in the positive acquisition of a simple, relevant vocabulary that can be used for practical communication at a level appropriate to their ability
• respond to, use and understand words and phrases which are reinforced with visual aids, for example, in a game with real objects, using puppets, video, picture flashcards and gestures
• communicate messages by sending information in the form of pictures or text by e-mail
• enhance self-esteem through opportunities for new achievements.

Developing cultural awareness

Cultural awareness begins with pupils' recognition that everybody is different. Contact with people and materials from other countries brings cultures alive and gives meaning and purpose to the study of MFL. Inviting people who speak other languages into school or using the internet, videos, brochures and magazines, can help pupils to see differences in language and culture. This helps pupils see themselves as part of a multi-lingual and multi-cultural society with a wide variety of languages, foods, festivals and celebrations. There may be opportunities to meet pupils' parents and families who may speak other languages, to create links with local schools which have foreign language assistants on the staff or to make contact with a partner school abroad. Teaching this aspect across key stages can help pupils to:

• collect, explore and sort objects and artefacts from a foreign country
• respond to, and use, a range of resources for information and exploration, for example, photographs, tactile pictures, postcards, CD-ROMs, videos, artefacts and stories
• be aware of other people and observe similarities and differences, for example, focus on specific aspects of culture, such as people, food, festivals, dance, music or art in cross-curricular learning.

Improving access to the MFL curriculum

Staff can make MFL more accessible by focusing on the senses. They can improve access by:

• using materials and resources that pupils can understand through sight, sound, touch, taste or smell, for example, learning about the culture of a country in a simulated multi-sensory environment or in the context of guided imagery
• organising a range of activities that simulate or represent aspects of a country
• providing help to observe, listen and understand features of a foreign country, its language, people and cultures
• giving first-hand experience of a spoken language.

Staff can also improve access by:

• exploiting everyday classroom events to use spontaneous speech (possibly contextualised to give a specific focus to a particular country for a week or so)
• decorating the school to celebrate a festival, for example, using authentic materials, foods, posters, smells and sounds
• providing opportunities to respond to spoken and written language in different ways, including ICT
• using ICT to help pupils access and communicate information, for example, using the internet to exchange photographs and information through European Union (EU) schemes and school websites
• using the target language creatively and imaginatively
• making links with a range of schools focusing on the target language
• encouraging pupils to listen, read or view for personal interest and enjoyment, as well as for information
• using the target language for different purposes, such as sending letters or e-mails
• setting work in a variety of contexts, for example, everyday activities, personal and social life, the world around us, the world of work and the international world
• encouraging an awareness of the wider world through stories or music in drama activities, for example, simulation of journeys incorporating changes in climate, soundscapes and environments
• using specialist aids and equipment
• encouraging support from adults or other pupils, but giving pupils space and freedom to do things for themselves and allowing them time to respond
• adapting tasks and environments to suit individual learners
• reinforcing and revisiting content by using a variety of contexts, resources, teaching and learning styles
• organising short teaching sessions and limiting new content to allow for shorter spans of concentration
• using items, such as puppets, mascots and objects, to add fun and elements of surprise to lessons, and action songs, games and rhymes to encourage a physical response
• being aware of the pace at which pupils work and of the physical effort required
• balancing consistency and challenge, according to individual needs.

Teaching MFL can help pupils develop their broader communication and literacy skills through encouraging interaction with other pupils as well as staff. With some pupils, communication and literacy skills will develop as they use a range of visual, written and tactile materials, for example, objects of reference and sounds of reference, adapted tape recorders and switch operation for voice recordings. Symbols and symbol text may be used with a Language Master to develop independent and individual learning. These skills also develop as pupils use information and communication technology (ICT) and other technological aids. Other pupils' skills will develop as they use alternative and augmentative communication, for example, body movements, eye gaze, facial expressions and gestures including pointing and signing.