Addressing current challenges in primary language learning : unlocking the potential of 'local languages’ in initial teacher education programmes

Roxburgh, David (2024) Addressing current challenges in primary language learning : unlocking the potential of 'local languages’ in initial teacher education programmes. In: BERA annual conference 2024, 2024-09-08 - 2024-09-12, University of Manchester.

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Abstract

The Scottish ‘1+2 languages’ policy (Scottish Government, 2012), and its implementation period over the past decade, has had implications for the delivery of languages throughout its entire education system. It is, however, in the Primary sector where the challenges have been at their most profound given that teachers here are generalists, often with no formal languages qualifications to draw upon. This is further complicated by the requirement for Primary schools to teach an additional language (L2) from age five to fifteen and a third (L3) from no later than age nine. This is innovative in terms of wider UK language policy at present, but data suggests that the full roll out of two languages is far from universal with a number of barriers still to be addressed (Scottish Government, 2022). The focus of this paper lies in the examination of the impact of the ‘1+2 policy’ on Initial Teacher Education (ITE) programmes and the preparation of Primary student teachers to deliver languages in a diverse educational landscape where the perennial challenges are well understood (Valdera & Crichton, 2016). This examination is prompted by the expectation for all such graduates to become ‘teachers of languages’ throughout their careers, set against the ongoing challenges in ITE including languages uptake, limited resources to gain adequate proficiency and evolving government priorities for such professional degrees. As such, this paper advocates for alternative approaches to Primary languages in ITE courses that address these challenges effectively rather than exacerbating them. Alongside these internal issues for ITE provision, this paper also supports exploring alternative models that address external modern realities regarding language exposure for young learners. As society becomes increasingly culturally diverse, questions arise regarding which languages should be taught and why. Recent research into the delivery of innovative L3 models in Scottish schools (Pedley et. al., forthcoming) provides an opportunity to shift perspectives and promote the use of ‘local languages’, those prevalent in learners’ communities for more immediate experiences in the ‘here and now’. This approach contrasts with the traditional view of language usage primarily for future touristic purposes. By embracing alternative models of language provision, ITE programmes can equip student teachers with the mindset and skills to incorporate a variety of languages into Primary classrooms that better reflect the communities they will serve. This paper will stimulate thinking and discussion around ways forward. It will present a series of points of insight that underpin the potential effectiveness of this approach which will help with the framing of a new module being designed for undergraduate ITE students. This will provide a pedagogical base that can be applied to a range of ‘local languages’ in ways that build in relevance, purpose and context to create learners who are motivated to learn languages in more formal ways throughout their education journey. In doing so, it draws initially upon research from an in-depth mixed methods study that explored the teaching of Mandarin Chinese language and culture (Roxburgh, 2021) in five Scottish Primary schools based in 3 different local authority areas with data gathered through a quantitative survey of 374 pupil perspectives and analysed through the use of statistical software that highlighted some trends of significance. This was complemented by a series of detailed qualitative data sets with 14 follow up focus group discussions with children; interviews with 18 class teachers from across Primaries 5- 7, 11 exchange teachers from China working across Scotland and 3 Professional Development Officers supporting schools with their delivery. Thematic analysis was then used to make sense of this data. From this initial work, the paper makes particular reference to a further, more detailed case study of one of the participating schools that illustrates what ‘local languages’ pedagogies might look like in practice, aligning this to updated ecological models for language acquisition (Chong et al., 2023; Douglas Fir Group, 2016; Roxburgh, forthcoming). This provides a contextual base for linking school practices with ITE provisions and research in ways that will help Primary student teachers make sense of potential alternative models. This paper will be of interest to a variety of audiences including pre-service and in-service school practitioners, local, regional and national advisers, teacher educators, and those researching the field of language learning across the UK and beyond where the challenges are likely to be similar in scope.

ORCID iDs

Roxburgh, David ORCID logoORCID: https://orcid.org/0000-0002-2426-4698;
CORE (COnnecting REpositories)