A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

CHAPTER THREE

Learning Outcomes from Primary School Foreign Language Classrooms
in Scotland and England

3.1 Introduction

The previous chapter proposed that contextual variables are crucial in any
discussions of the age factor in second language development. It was
suggested that a consideration of who Ieams what language, where, how and
for what reasons is of vital importance in evaluating learning outcomes. As the
Pilot Scheme and the Scottish National Pilot originate from within the
English-speaking context, the outcomes from these projects are considered of
special relevance for this study and will be discussed in detail in this chapter,
rather than earlier, as an inclusion of these findings into previous discussions
might have led to a 'watering down' of important issues. During the first part of
the chapter main findings from both the Scottish National Pilot and from the
Pilot Scheme will form the focus of the debate. The second half of the chapter
will address some of the controversial issues surrounding evaluations of
outcomes.

In order to arrive at a clearer picture of what could be classified as tangible
learning outcomes and what would appear to be largely unfounded assumptions
some terminology used in publications will need to be challenged and some
findings will need to be quoted verbatim from the literature. What might on the
surface appear to be an overuse of quotes became therefore necessary in order
to highlight apparent controversial statements. Wherever possible, an effort
was made not to repeat quotes. Nevertheless, at times, a degree of repetition

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