Why
it's good to start
learning foreign languages early...
HOME > Why learn languages early? > Which language? > Our approach > UK policy
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Why
it's good to start |
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HOME > Why learn languages early? > Which language? > Our approach > UK policy |
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The UK government has announced a new PMFL initiative for England and Wales, but it will be some years before every UK primary school automatically teaches MFL. To help schools choose whether to start now, we've set out some of the arguments often cited by advisers in favour of introducing a Modern Foreign Language to the primary school curriculum. |
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In the U.K. and most other countries, when pupils go on to secondary school they follow a compulsory structured foreign language course from age 11 to 16. Primary schools that introduce language learning at an earlier age may do so for a number of purposes:
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Why some primary schools have introduced a foreign language into their curriculum |
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Meanwhile, here's our list: |
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1. Good age to start An early start works well
(they say) because young children are keen and naturally
receptive to learning a foreign language. Before puberty,
they are willing and able to mimic pronunciation and body
language - without the inhibitions and self-consciousness of
older students. They have natural curiosity,
and a great capacity to absorb new vocabulary and ideas. All
this helps give them a good start, with benefits such as
more authentic pronunciation that persist
long-term. For boys particularly - who
often turn away from languages as a "girls' subject" - early
success may be critical to avoid them starting at age 11
with an already fixed idea that languages are "too
difficult". 2. Suitability of primary school
environment Children are in a secure
and familiar environment, with a teacher and other children
whom they know well. The child typically spends the
whole day with one class teacher, who covers the whole
curriculum. That teacher's willingness to speak a foreign
language offers a powerful model to the children,
reinforcing the message that "everyone can speak languages".
She can exploit many opportunities to use a foreign language
in everyday classroom routines (such as calling the
register), and in parts of lessons such as maths and
physical education (such as counting in the foreign
language). Aspects of the foreign culture can be explored
across the curriculum - in art, music, story-telling,
geography, history etc. 3. Our economy needs more people
who can speak languages The UK is increasingly a
part of Europe both culturally, economically and
politically. Our businesses and public organisations need
more people who can communicate with foreigners, and are
aware of their cultures. It is argued that a national
change of attitudes to language learning would assist
international competitiveness. An early start could
contribute (they say) by encouraging children, parents and
teachers to accept learning one or more foreign language(s)
as a natural and feasible element of compulsory
education. Convinced? A lot depends
on whether you agree that an early start does
improve long-term language performance... 4. Early fostering of international
awareness of other cultures Many children grow up in a
narrowly nationalistic monoglot environment - not helped by
a media that's not much interested in the rest of the world.
Is it up to schools to redress the balance - and can
they? It's argued that children's
ability to see the world from someone else's point of view
is greater when they are younger - before prejudices have
become deep-rooted. It is a good time to broaden their
horizons and develop awareness of their own and other
cultures and languages - to dispel myths and stereotypes,
and bring children into direct contact with speakers of
other languages. 4.
Early fostering of international awareness of other
cultures 5. More enthusiasm for life-long
language learning It is argued that an early
introduction to language learning, well done, will give
children the confidence to make a success of language
learning throughout their lives. Early success will
promote enthusiasm for language learning and positive
attitudes to languages and cultures other than their
own. Much depends on whether
secondary school teachers use or ignore what pupils had
learnt when younger. At worst pupils lose motivation and
become terminally bored whilst going over the same ground in
their next school. Primary teachers can help by working on
liaison with colleagues in the next phase of education, and
with other primary schools in the same area - so that pupils
arrive at secondary school with a common level of experience
with MFL. 6. Enhance skills with their own
language It is perhaps not surprising
that, when extra lesson time, resources and money are being
diverted to help improve children's basic skills of literacy
that linguists should claim that learning a foreign language
is a good way to improve children's command of their own
mother tongue. But is this convincing? They
say that study of another language reinforces
understanding of grammar, and of the small details of
language - sounds, rhythms, intonation. It offers the
opportunity to compare and contrast means of expression, in
a new context. It offers a new context for
developing existing skills in practising decoding and the
phonic aspect of word level work; for pupils to read widely
for information and enjoyment; for pupils to improve the
accuracy of their writing. It helps train pupils to listen
carefully - to sounds in words; to features of formal and
informal talk; and to grasping the main points in an
argument, reading, discussion or series of instructions. 7. Greater personal
self-confidence Success in anything
boosts your self-confidence, but (it's argued) the
constant rehearsal and performance as teacher and pupils
interact in a language lesson is particularly good for
enhancing self-esteem. These sort of learning
activities help children gain the confidence to speak in the
foreign language in front of other class-mates and to a
variety of audiences including native speakers. It improves
children's concentration and general listening skills. As
they experiment with language, success helps develop the
whole personality of the child. 8. Help students with learning
difficulties Starting to learn a foreign
language often seems to offer children a fresh start from
a common baseline -they don't start way behind their
peers from the cumulative effect of years of
problems. They may benefit from
revising concepts from other areas of the curriculum, e.g.
number, time, etc. 9. Help children do better in MFL
exams If children learn foreign
languages for longer they will reach higher standards -
like in Europe where MFL often starts early, and is part of
the compulsory curriculum in many countries until the age of
19. Research has so far failed
to reveal improvement in exam performance that correlates
with an early start - though for many children potential
benefits may have been thrown away in the transition to
secondary school [see E above]. There is some
evidence that improved pronunciation persists. If an early start at MFL
helps children develop transferable skills of independent
learning, of memorising and manipulating language for their
own purposes - this will help their progress in foreign
language learning at secondary school - and later in
life. 10. Help children in later
careers Parents are often keen
for their children to get a "head start" through an
early start to learning languages. We think it is important to
make the decision to introduce a language for positive
reasons. Some schools are under pressure to teach a language
because of increased competition and in some cases because
of parental demand. Discussion and consultation with staff,
parents and governors need to be carried out so that, if the
decision is made, it is well founded and everyone is
committed to its success. The commitment, after a possible
trial period, should be viewed as long term. Issues such as
staff expertise and liaison with secondary schools will need
to be addressed.
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Updated: 22nd April 2002
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