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

language. Pupils repeat each greeting on a choral and individual basis around
the class.

This lesson always goes down well. Pupils seem to feel very positively about
having their languages 'recognised'. Lots of smiles and lots of attention,
everyone seems happy to repeat and have a go, no laughing at somebody
else's efforts.

Lesson Three

Teacher rehearses 'Comment Vappelles tu' asking around the class. Few put
their hands up but rest cottons on and most are eventually able to reply in a full
sentence.

Teacher moves on to 'quel age as tu?'
5 children volunteer correct answers

Teacher moves on to tape and worksheet on names and ages

Everyone is silent and attentive as teacher plays tape

Pupils are to identify the names said on tape with help Ofworksheet where
names are given. Most can contribute

Teacher asks pupils to turn the sheet to identify names without help. Now that
answers are based on listening only very few children attempt to have a go
One boy starts and keeps disrupting, is sent to a separate desk in corner
Some more begin to get restless, teacher needs to reprimand some
Pupils listen to tape again to match names with ages
Not all are as attentive as they were first time round.

I walk around and notice that only few manage to link age with name, majority
copies from those few who do know. Some girls are making additional notes in
a note book.

Teacher tells pupils how to wish somebody a happy birthday in French e.g 'Bon
Anniversaire'.

One boy, Portuguese mother tongue, ∞mments: 'Sir, in that way she's saying
in English 'good birthday*.

Teacher checks answers, some have messed up sheet completely, most want
to answer correctly but need me to prompt

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