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

Eariy or even simultaneous introduction Ofwritten language can support rather
than hinder progress. Burstall had reported that many children complained:

"...that they cannot remember words unless they see them written down
and, ∞nsequently, experience considerable difficulty during the oral phase of
learning French." (Burstall, 1970: 54)

In the 1990s spoken language still takes on a primary role in early foreign
language schemes and reading and writing are frequently not introduced until
the second or even the third year of foreign language learning. Very recently it
is reported from Council of Europe workshops that:

⅛

"...in the first years the young learners spend most of the time listening to and
speaking in the foreign language..." (Ytreberg, 1997: 30)

It is further stated that:

"A wholly oral approach, which is possible for a longer period at this early stage
and which may be less acceptable later, allows more pupils to succeed in
modem language work." (Trim, quoted in Doye & Hurrell, 1997:12)

Such comments, as well as the motives behind them, would seem highly
questionable. They seem at best optimistic and at worst counterproductive and
obscure some of the real issues at hand, such as the definition of success, what
∞nstitutes modem language ^,work^, and whether younger is indeed better.

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