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

languages. The important question of language choice will be discussed again
at a later stage.

Question Two: Are there levels of ability below which the teaching of French is
Ofdubious value?

Burstall et al. reported that there were some indications that:

"...even the least able could achieve some measure of success in the early
stages of learning French, although this success was rarely of a lasting kind.
On the other hand, large numbers of children patently failed to achieve even a
modest and impermanent measure of success." (Burstall et al., 1974: 242)

It was suggested that this was partly a consequence of teaching through the
medium of French and the failure to differentiate French teaching objectives
according to children's differing needs and capabilities. Some children
developed a sense of failure and negative attitudes during their first year and for
these children learning French was a 'profitless' experience. The introduction of
reading and writing, especially, seemed to widen the gap between individual
children and the initial achievement Ofspecial needs children disappeared
quickly when reading and writing skills were introduced. The more able
children, on the other hand, would have liked a much earlier introduction to
reading and writing than had been the case. Burstall et al. concluded that:

"Unless there is a sustained effort to redefine the objectives of teaching French
in order to meet pupils' differing needs, some children will not realize their full
potential, while others will inevitably experience fa lure."

(Burstall et al., 1974: 243)

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