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06/11/2007

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I think you have said it all, Joe!

As regards Primary Language, I feel like you that good quality training is key as well as the co-ordination at LA level to ensure smooth transition between KS2 and KS3. Indeed, no single school can take this on-particularly if you happen to have 40-odd feeder primary schools. If I remember well, it is the old transition chestnut that was so hard to crack in the previous PL experiment that it lead to its failure... However, I would argue that this should not be the role of Language Colleges only-it can also be a glimmer of hope and a breath of fresh of fresh air for all mfl colleagues.

Perceived difficulty is a tough one too. It is backed up by data and as much as I disagree with some decisions taken at Senior Management levels in schools, it is true that Languages for all is a luxury many schools cannot afford if they want to compete in leagues table.

Motivation is an issue, but that's when the wonderful creativity of so many of our colleagues comes into play. And anyway... Are all our students motivated to study English, Maths or Science?

Equal opportunity of access to ICT for all mfl classes is one issue I want to look at to boost motivation. Why should only a few classes be allowed access as often is the case depending on random timetabling and staff ICT training.

Maybe we should move from a plain "Languages for All" to a "Languages with ICT for All"...

Isabelle

Hi Isabelle,

Thanks for your comment. I agree that ensuring a smooth transition from primary to secondary is crucial and schools need to work together on easing this process.

Local primary schools need to decide whether they are going to introduce their pupils to a variety of languages or focus on just one.

If they decide on the latter, pupils should be given the opportunity to carry on learning the same language once they get to secondary rather than starting another from scratch as this may have a detrimental effect on their motivation and view of language learning in general.

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