Modern foreign languages (MFL) is not a compulsory national curriculum subject at key stages 1 and 2, but it is government policy that by 2010 every child in key stage 2 should have an entitlement to learn a language other than English. An increasing number of schools already provide some MFL teaching at key stage 2, and provision is expected to grow, both across schools and across the four years of key stage 2.

The publication Access and engagement in modern foreign languages: teaching pupils for whom English is an additional language, although intended primarily for those teaching pupils at key stage 3, contains guidance that is also relevant to those teaching MFL in primary schools. This document provides detailed guidance on teaching pupils for whom English is an additional language. In particular it makes the point that beginners in English can make swifter progress in learning MFL than other pupils because the predominance of a common target language, new to all, places them on a more equal footing than in other subjects. MFL lessons can therefore provide the opportunity for new arrivals with very limited English to achieve.

Being able to access this part of the curriculum without the need to overcome any additional barriers to learning can raise children’s self-esteem. New arrivals may also bring with them linguistic and cultural knowledge that is of interest and benefit to all children.

Although most schools that include MFL in their key stage 2 curriculum teach French, any modern foreign language may be taught. A primary school can choose to teach a community language. There are many primary schools already teaching community languages. This can be beneficial to all children when a number of new arrivals in the school come from a country or community where that language is spoken. For example:

• new arrivals who speak the community language as their mother tongue will be able to communicate with children in the school who are learning it as a foreign language. This will add greatly to the welcoming atmosphere created by the school
• as the new arrivals learn English they are more likely to experiment using it if they have seen their peers struggle with a second language
• children who are learning the community language as an additional language will appreciate the value of being able to communicate with new arrivals from the outset
• some newly arrived children may have had little or no prior education and therefore may not be literate in their mother tongue. They will benefit from learning to read and write as well as speak their first language. The 'Little or no prior education' area provides guidance on this
• children who speak the community language as their mother tongue can participate fully, demonstrate what they know, and excel. This will increase self-esteem and confidence.

By learning a foreign language, children can be given a stronger sense of their relationship to others in the world. They learn that their mother tongue is only one of many languages spoken by others, both in this country and abroad. They can appreciate the effort made to communicate in English by those for whom this is not their first language, such as most new arrivals. Learning MFL can therefore make a significant contribution to the social integration of new arrivals.

Between summer 2001 and spring 2003 Ofsted inspectors visited 37 schools in 11 local authorities to evaluate the impact of the arrival of children from asylum-seeking families. They found that many of the schools visited drew on diverse communities, and in the most effective schools:

• extracurricular activities were an integral part of the overall provision for the children
• there were often also mother-tongue classes. This provided good opportunities for the children to build their confidence and self-esteem, develop their sense of worth and use their home language.

The report describes how different schools approach the teaching of MFL and community languages (The education of asylum-seeker pupils, Ofsted, 2003, page 14).

Byron Wood Primary School
Byron Wood Primary School is located near to Sheffield city centre in an area of socioeconomic deprivation. Although the area has a strong sense of community it struggles with low levels of employment and low educational attainment. The school has children from a wide variety of ethnic groups and backgrounds. This case study describes how the school encourages all children to view bilingualism as the norm. The acquisition of additional languages and the ability to speak more than one language are celebrated. Children are encouraged to use community languages in the classroom.

Grace Owen Nursery
Grace Owen is an inner city nursery school in Sheffield in the heart of a very large housing complex. Children have learnt French in the nursery since the mid 1990s. This case study describes how this is done and the benefits to the children of learning a second language.

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Useful weblinks

Please note: QCA is not responsible for the content of external sites

DfES: Languages
This site provides information about the government’s national languages strategy, including teaching languages in primary schools. It also has tips for parents in the section 'Support your child’s learning'.

DfES: Access and engagement in modern foreign languages: teaching pupils for whom English is an additional language
This guidance applies the key stage 3 national strategy principles to the teaching and learning of MFL for EAL pupils. It suggests strategies to help teachers support pupils at different points of learning English to:

• develop their understanding and use of the English language
• enhance their learning in MFL lessons.

DfES/QCA: Key stage 2 scheme of work for MFL
The key stage 2 scheme of work in French, German and Spanish can be viewed and downloaded here.

Houghton Mifflin: Language guide to transfer errors
On this site is a language guide which sets out several problem areas for multilingual/ESL writers. It shows grammatical features of specific languages that, when transferred to English, lead to an error. The guide lists a selection of transfer errors with the aim of being useful and practical. You can use the guide to raise your awareness about your own and other languages.

National Advisory Centre on Early Language Learning (Nacell)
Nacell is a DfES initiative to promote and develop the provision and quality of MFL learning in the primary sector.

National Centre for Languages (CILT)
CILT is the government’s recognised centre of expertise on languages. The organisation’s mission is to promote a greater capability in languages amongst all sectors of the UK population. Publications focus on key elements of good practice in the teaching of languages to young children, whether in nursery, primary, prep or middle schools, or in language clubs. They provide stimulating and practical ideas for both specialist and non-specialist language teachers. The CILT website also includes a community languages area.

National curriculum online
The MFL section has non-statutory guidelines for key stage 2 MFL. The National curriculum in action site has examples of learning activities and of pupils’ work.

Ofsted: The education of asylum-seeker pupils
This report (2003) includes examples of headteachers and staff working hard to ensure that their schools adopted a truly inclusive approach to pupils and their parents. It is full of examples of good practice, mostly of teaching and learning and EMAG support.

QCA: Respect for all in modern foreign languages
Guidance on how the MFL programme of study requirements provide effective learning opportunities to value diversity and challenge racism. The activities are examples of good practice. They focus on helping pupils understand and appreciate aspects of cultural difference and linguistic diversity while challenging and extending their perceptions of themselves and other people.

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