Learning and undertaking activities in languages contribute to achievement
of the curriculum aims for all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of languages
Languages are part of the cultural richness of our society and the world
in which we live and work. Learning languages contributes to mutual understanding,
a sense of global citizenship and personal fulfilment. Pupils learn to appreciate
different countries, cultures, communities and people. By making comparisons,
they gain insight into their own culture and society. The ability to understand
and communicate in another language is a lifelong skill for education, employment
and leisure in this country and throughout the world.
Learning languages gives pupils opportunities to develop their listening,
speaking, reading and writing skills and to express themselves with increasing
confidence, independence and creativity. They explore the similarities and
differences between other languages and English and learn how language can
be manipulated and applied in different ways. The development of communication
skills, together with understanding of the structure of language, lay the
foundations for future study of other languages and support the development
of literacy skills in a pupil's own language.
Key concepts
There are a number of key concepts that underpin the study
of languages. Pupils need to understand these concepts in order
to deepen and broaden their knowledge, skills and understanding.
The study of languages
This may include French, German, Spanish, Italian, Mandarin, Urdu and
other major spoken world languages depending on local needs and circumstances.
Linguistic
competence
- Developing the skills of listening, speaking, reading and writing.
- Applying linguistic knowledge and skills to understand and communicate
effectively.
Linguistic competence
Pupils who are competent in using language are able to adapt their knowledge
and skills, be proactive and cope with unexpected responses and unpredictable
situations in a wide range of situations and contexts.
Knowledge
about language
- Understanding how a language works and how to manipulate
it.
- Recognising that languages differ but may share common grammatical,
syntactical or lexical features.
Knowledge about language
Pupils should explore and learn about standard structures and patterns.
Manipulate
Pupils should understand how to adapt and re-use language in modified
forms for different purposes and contexts. This is essential for being
creative with language.
Creativity
- Using familiar language for
new purposes and in new contexts.
- Using imagination to express thoughts, ideas, experiences and feelings.
Creativity
The ability to express ideas and feelings using a limited range of language
is an important skill for pupils to develop and practise, as it prevents
them from being restricted in what they can say and write, which can be
frustrating.
For new purposes and in new contexts
This provides pupils with the opportunity to use language imaginatively
and creatively and to take risks.
Intercultural
understanding
- Appreciating the richness and diversity
of other
cultures.
- Recognising that there are different
ways of seeing the world, and developing an international outlook.
Intercultural understanding
Learning a new language provides unique opportunities for pupils to explore
national identities and to become aware of both similarities and contrasts
between the cultures of different countries, including their own.
Diversity
Many languages are spoken in more than one country and there are significant
cultural differences between these countries.
Other cultures
Aspects of different cultures could include everyday life, social customs,
school life, festivals and events of national importance.
Different ways of seeing the world
This includes religious beliefs, social customs, traditions, values, attitudes
towards other countries and reactions to world events.
Key processes
These are the essential skills and processes in languages that pupils need
to learn to make progress.
Developing language-learning strategies
Pupils should be able to:
- identify patterns
in the target language
- develop techniques
for memorising words, phrases and spellings
- use their knowledge
of English or another language when learning the target language
- use previous knowledge, context and other
clues to work out the meaning of what they hear or read
- use reference materials such as dictionaries appropriately and effectively.
Patterns in the target language
This includes patterns in pronunciation, spelling, word order and sentence
structure.
Techniques for memorising
These include identifying similarities between new and known words, associating
words and phrases with a physical response, actions, images, the written
form or sounds (including rhymes, repetition), practising with a friend
or family member and using the technique 'look, cover, write/say, check'.
Knowledge of English or another language
This includes comparing new words, phrases, expressions and grammatical
structures with English and/or another language that the pupil knows well.
This can help pupils to remember new language and to understand how the
target language works.
Other clues
These include tone of voice, intonation, non-verbal communication (such
as facial expression or body language), key words, similarities between
the target language and English or another language, and grammatical function.
Developing language skills
Pupils should be able to:
- listen for gist or detail
- skim
and scan written texts for the main points or details
- respond appropriately to spoken and written language
- use correct pronunciation and intonation
- ask and answer questions
- initiate and sustain conversations
- write clearly and coherently, including an appropriate level of detail
- redraft their writing to improve accuracy and quality
- re-use
language that they have heard or read in their own speaking
and writing
- adapt language they already know in new contexts for different purposes
- deal
with unfamiliar language, unexpected responses and unpredictable situations.
Skim and scan
'Skim' refers to reading for general understanding; 'scan' refers to looking
for specific information in a text.
Re-use language
This includes using language that pupils have encountered as a building
block for their own spoken or written use of the target language. This
kind of 'borrowing' of language makes it easier to express ideas or information.
Deal with unfamiliar language, unexpected responses
and unpredictable situations
This includes developing different strategies for coping with these situations,
such as asking for repetition or clarification, listening or looking for
key words, and using previous knowledge, context and other clues to try
to make sense of what they hear or read.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and key processes.
The study of languages should include:
- the spoken and written form of the target language
- the interrelationship
between sounds and writing in the target language
- the grammar of the target language and how to apply it
- a range of vocabulary and structures
- learning about different countries and cultures
- comparing pupils' own experiences and perspectives with those of people
in countries and communities where the target language is spoken.
Interrelationship between sounds and writing
This includes underpinning principles such as common letter strings.
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- hear, speak, read and write in the target language regularly and frequently
within the classroom and beyond
- communicate in the target language individually, in pairs, in groups
and with speakers of the target language, including
native speakers where possible, for a variety
of purposes
- use an increasing range of more complex language
- make links
with English at word, sentence and text level
- use a range
of resources, including ICT, for accessing and communicating
information
- listen to, read or view a range of materials, including authentic
materials in the target language, both to support learning and
for personal interest and enjoyment
- develop their language skills in a variety of contexts
- use the target language in connection with topics and issues that are
engaging and may be related to other areas of the curriculum.
Beyond
This could include the use of appropriate websites, special days and events,
school visits abroad, exchanges and links with schools abroad.
Including native speakers
This could be face-to-face, in school (for example with a foreign language
assistant) or on visits abroad, by email, or through videoconferencing.
Communication with young people in a country where the target language
is spoken is particularly relevant and can be very motivating.
Variety of purposes
These include real purposes such as sending and receiving emails, simulated
or actual real-life situations, or creative and imaginative work.
Links with English
Learning another language helps pupils develop literacy skills, including
understanding the origin of words, formation of structures, grammar and
syntax, different text types and drama.
Range of resources
These include live or recorded audio and video resources, texts (including
on-screen and multi-modal texts) and the internet.
Authentic materials
These could include textual materials of different kinds, video, television,
images or video and audio recordings from the internet.
