Languages Language barriers
A new study focusing on language learning around the world has found that English-speaking education often provides less resource and encouragement for languages. Teresa Tinley and Therese Comfort looks at the findings and consider the challenges common to all education systems when it comes to successful primary language teaching
contradicted, and shows that there is clear evidence demonstrating the value of second language learning through its support in young children’s development of English literacy. It also highlights the added- value of second language study in learning about language in general and perspectives on other cultures. However, the challenges associated with introducing a foreign language into the primary curriculum in English-speaking countries are much greater in that there is no one obvious language to teach but interest in providing a diverse range of languages. In the UK, the Nuffield Inquiry of 2000 concluded that parents, employers and the wider public believed in the importance of starting to learn languages in primary schools and there have been significant initiatives to develop this in both England and Scotland as well as developments in other parts of the UK. However, questions remain not only over which languages should be taught and the level of investment which is worthwhile, but about how to provide a suitable curriculum with adequate time allocation, enough well- trained teachers, effective transition into secondary school, and teaching which is appropriate to the age and cognitive level of the children. There are lessons to be learned from countries where language learning is well established and successful and from other English-speaking countries also experiencing the perception that an education in a foreign language is somehow less important because of the widespread use of English worldwide.
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Our research has examined evidence from Europe, Asia, American and Australia on how early language learning is organised, which approaches work best, and why starting at a young age may be beneficial. Scientific evidence is less clear about the age at which children should ideally start to learn a foreign language in order to draw on the innate abilities they use in acquiring their mother tongue. Although researchers have not been able to reach any firm conclusions, they agree that young
pinion often questions the value of teaching foreign languages to young children when they have not yet mastered their own. Our research however uncovers that this is almost universally
children learn languages differently from older learners and have some advantages over those who start later. Early learners tend to be more intuitive, less anxious and better at acquiring the sounds and rhythms of the new language. Starting early allows for more time for language learning overall and a sustained experience with the potential to lead to higher levels of proficiency at the end of secondary school.
An early start alone is not a guarantee of success – the amount and quality of teaching are important determinants, as well as continuity of learning in secondary school.
The two most common models of language learning in primary education are to introduce the new language at the beginning of compulsory education or, (slightly less frequently) to start after just two years, commonly at age eight. It is slightly less common to start in year 4 – in many education systems this means at around age nine, or later in primary education. However, even when countries do not have a formal start until later it is common practice for schools to begin earlier.
Rationales for early language learning are strongly linked to a country’s international aspirations and the desire to prepare children to engage successfully in international environments. In non-English-speaking countries, English is seen as essential for this purpose and other foreign
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“English-speaking countries dedicate the least amount of time to foreign language learning and this is associated with low expectations about standards of achievement”
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