Modern foreign languages at primary school: a three-pronged approach?

Abstract

This article considers different approaches to instruction in school-based primary MFL schemes. It suggests a curriculum with three strands for England, in which the language element is nearer the sensitisation end of the spectrum but with an enhanced knowledge about language component and a strengthened intercultural dimension. It also proposes a tripartite staffing model, with primary class teachers supported by language specialists, foreign language assistants (FLAs) and other native speakers working together in partnership.