Section 2: Contexts for Primary Languages

Primary contexts for language learning

An important implication of several of the key messages we want to give children about learning new languages is that context is important. Children should know that language learning helps towards real-life communication and isn't just an excuse for fun and games on a Wednesday afternoon! When children learn to read in English, we teach them to use context as a clue to what words might say - the same applies when they are learning a foreign language.

Another way of looking at context is in terms of the ethos and physical organisation of a typical primary school. The fact that just one or two teachers are responsible for the children's learning throughout the week creates a wealth of opportunities for introducing and using new language at the same time as teaching the curriculum, managing behaviour and carrying out all the routine tasks that characterise the average primary classroom. This is a very powerful model for demonstrating practically to children that language is about communication.

Many primary teachers, for instance, encourage children to answer the register in a language other than English. This is an example of what we are calling in this course 'incidental' language practice. Opportunities for children to hear and respond to a foreign language may be planned into other subject lessons such as maths or PE. We classify this as 'cross-curricular' language use. Most schools (though not all) that teach a foreign language include dedicated lessons in their timetables, and this is when 'direct teaching' takes place.

Activity Drag-and-drop the typical language teaching and learning activities into the area of the Venn diagram below where you think they fit best. Some activities may fit in more than one section. Make a note of ideas this gives you about how you could fit language work into your own classroom practice. Now read our feedback.

There is more on incidental and cross-curricular language in Section 6. We will now go on to think about direct teaching.