ABSTRACT
This Chapter Considers:
a brief history of Primary Languages since the 1970s;
a discussion of different perspectives as to why languages should be introduced at primary level;
a picture of national provision and the implementation of Entitlement (see the Preface for a definition of Entitlement);
teachers’ attitudes towards Primary Languages;
a discussion as to whether Primary Languages should be introduced at KS1 or KS2;
whether Primary Languages should be aligned with Foundation subjects (History, Geography, Art, Design and Technology, PSHCE) and Humanities subjects (History, R.E. Philosophy, Literature, Languages, Music, Performing Arts), or whether it should be considered as a ‘core’ subject.
For too long we have failed to value language skills or recognise the contribution they make to society, to the economy and to raising standards in schools. This has led to a cycle of national underperformance in languages, a shortage of language teachers, low take-up of languages beyond schooling and a workforce unable to meet the demands of a globalised economy.
(DfES, 2002) This statement from Languages for All: Languages for Life is significant because it recognises the fact that our (some would say) dismal achievements in language learning stem from a mind-set rather than an innate inability of UK English-speaking citizens to be successful in learning other languages – an attitude that is widely held. Other views are, of course, that ‘everyone speaks English’, or ‘everyone wants to learn English’, or ‘English is the language of business’. Paradoxically, it is true to say that people who speak one or two languages other than English are generally held in high esteem and admired. Why, then, should this not translate successfully into classroom performance and attitude?