show understanding of the target language on an individual basis. The 1995
report states that pupils in P7 were becoming aware of language anxiety but
were also developing strategies for dealing with it:
"There were some anxieties, however, and these were expressed as pupils'
fears about not being able to understand what the teacher said in the FL, to
ask for help when needed or to 'perform' in the FL as required in front of the
class." (Low et al., 1995: 81)
These statements would seem to be in conflict with earlier findings which
suggested that the early starters found it easy to follow what the teacher said.
It will later be suggested within the two case studies that 'anxieties' are likely to
be a reflection of children's individuality and experience and not necessarily one
of age. As will be seen later, worries about 'not being able to understand' or
'not wanting to speak in front of the class' exist even amongst young children
aged eight.
3.6 Other Findings
3.6.1 Effects on Language Provision
French was and still is by far the most widely taught language. In the Pilot
Scheme it was the only language taught and in England there is currently over
26 times more French taught than any other language (CILT, 1995) again for
largely 'practical' and historical reasons. In the Pilot Scheme the early teaching
of French did not, as had been hoped, extend the study of other languages at
secondary school. Unsurprisingly, the current sporadic and unplanned
introduction of French in some primary schools is having exactly the same effect
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