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

A number of likely 'spin-offs’ from early foreign language learning are reported:

"The spin-offs from foreign language learning for all children are undoubtedly
improved listening skills, greater awareness of language (mother tongue and
foreign language), greater self-confidence and poise as individuals, improved
social skills - through ∞-operative learning: pair work, group work, improvised
drama - and greater empathy with foreign people and cultures."
(Satchwell, 1996: 169)

If one were to ask the question whether learning a foreign language, or more
precisely whether aspects of learning a foreign language, can contribute to a
child's cognitive, affective, personal and social development then the answer
would undoubtedly be yes, learning a foreign language can have those
'spin-offs'. Singing in a foreign language, memorising and reciting rhymes and
playing games, for example, can certainly have 'spin-offs' in the form of
improved listening skills and social skills, at least for some children for some of
the time in some contexts. It would seem important to develop these skills in
children early for a number of reasons not least Iheirtransferability and value as
'life-skills'. However, one could argue that none of the above necessitates the
actual teaching of a foreign language as such but could just as easily be
achieved through other areas in the curriculum. 'Spin-offs' from foreign
language learning can therefore not be equated with learning the language itself
and whether these 'spin-offs' make young children better language
learners would seem to be a different issue altogether. 'Empathy' is notoriously
difficult to measure, especially in the classroom, and there is, as yet, little

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