ABSTRACT
As is clear from other chapters, the picture across the UK is one in which many schools are trying to introduce an MFL to primary school pupils. However, there is great variation in regional or local policy and financial decisions which will affect resources. At one extreme teachers may be well supported with in-service training, advice as to suitable teaching programmes and access to locally devised and distributed tailor-made packages of MFL resources. At the other, they may be left very much to their own devices to create their own course plans and find or make their own teaching resources.
