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

Within the context of early foreign language schemes in England it has been
reported for example that:

"Young children under ten respond without inhibitions to a new language,
absorb it like a sponge and use it creatively for their own purposes. They are
interested in learning about the culture and the way of life of children in other
countries and will perform rhymes, raps, songs, playlets with real enthusiasm
and amazing accuracy of pronunciation and intonation if they are en∞uraged
to be creative with the new language from the start." (Satchwell, 1996: 169)

Setting aside for the moment the question of what precisely is meant by
linguistic 'creativity' and 'using language for one's own purposes', Peck (1980)
and Garvey (1977,1991) suggest that language play, rhymes and songs do
play an important part in language development. Peck (1980: 160) suggests
that language play may contribute to language learning in several ways as it
offers 'the kinds of practice opportunities, which give the child a chance to hear
and produce phonological and syntactic forms and the intense affective climate'.

The value of 'playful' activities should therefore not be underestimated in
helping children to develop the acquisition of the sound system Ofanother
language, in developing their phonological awareness and their listening skills
generally, provided that a correct model is given. Language play, games and
puzzles also allow children to experiment with ideas as well as develop their
social skills and understanding:

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