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

initiatives) generally with the overarching aim of developing communicative
competence in a language. In the majority of cases, this means English.

Hawkins already pointed out in 1981 that most nations can safely predict that
English will be at least one of the languages children will need as adults and
just how 'functional' the choice of English is can be seen across Europe where
parents are increasingly pressing for English to be taught at primary school
rather than other languages and where according to statistics released in
Brussels 'English is the most commonly taught language' (The Guardian, 13
February 1998: 4). Statistics published by the Berlin schools authority in 1998
showed that out of 550 schools introducing a foreign language to eight year old
children more than 530 opted for English ('Russian loses hold in east', The
Times Educational Supplement, 23 October 1998: 24). The unambiguously
clear choice of English as the language to be taught facilitates questions
surrounding methodology, resourcing as well as teacher education for early
language learning programmes. The special case of the English language in
the debate on early language learning will be discussed further in later chapters
in the context of learning outcomes.

1.8 Conclusion

Personal involvement in European projects shows that here and abroad much
consideration by policy makers and teachers alike is given to practical issues
surrounding the teaching of a foreign language to young children. Contextual
factors, how to bring about the practical conditions for 'success' and issues such
as continuity, availability of suitably qualified teachers, topics and materials, for

58

<<   55   56   57   58   59   60   61   >>

More intriguing information