How do other countries teach MFL in primary school?
I was on the Pat Kenny Show this week to discuss how Irish primary school teachers were going to cope with the new Modern Foreign Languages subject that is about to become part of the new curriculum.
I don’t think I said anything in particularly controversial in that I said it would need to be resourced properly and it was going to take a lot of resourcing to get right. We briefly discussed other countries where foreign languages are taught in primary school and I think it is fairly shameful that in Ireland we don’t teach a language like French, German or Spanish (or Mandarin as far as Pat Kenny was concerned) so all in all I am in favour of the new subject, with that caveat of it being resourced properly.
I thought I’d find out the story in other countries and I picked Germany, Poland and Scotland. The reason for Scotland was that it is an English-speaking country and I had heard they had recently introduced MFL into the primary curriculum. I had heard on a course that it was going well despite most teachers not speaking a word of the language they were teaching. Before we go to Scotland, let’s start with Germany, and how it all works:
Germany
In Germany, the responsibility for teaching English as a foreign language (EFL) in primary schools primarily falls to the class teachers, provided they possess the necessary qualifications. To become a primary school teacher specialising in English, individuals must complete a structured educational pathway. This typically involves obtaining the ‘Hochschulreife’ (higher education entrance qualification), followed by enrolling in a teacher training program at a university or equivalent institution. The curriculum for prospective English teachers encompasses language practice, linguistics, literary and cultural studies, and didactics specific to teaching English as a foreign language. (Ref: uni-regensburg.de)
Upon completing their university studies, candidates must pass the ‘Erste Staatsprüfung’ (First State Examination) or a comparable higher education examination. This achievement qualifies them for the ‘Vorbereitungsdienst’ (preparatory service), a practical training phase essential for teaching in primary schools. (Ref: eurydice.eacea.ec.europa.eu)
In instances where the class teacher lacks proficiency in English, schools may adopt alternative strategies. Some institutions implement a co-teaching model, pairing a German-speaking teacher with an English-speaking counterpart. This approach ensures that students receive instruction from educators proficient in both languages, thereby maintaining the quality of English language education.
If a qualified English teacher is unavailable within the existing staff, schools might consider hiring external specialists. However, this practice is less common in public schools due to regulatory and budgetary constraints. In such cases, external teachers are typically required to possess appropriate teaching qualifications and demonstrate proficiency in English to meet educational standards.
Overall, while the primary responsibility for teaching English in German primary schools lies with class teachers who have specialised training, schools have mechanisms to address situations where the class teacher may not be sufficiently proficient in English.
For anyone that has gone to Germany in recent times, it’s unlikely to find very many places where there aren’t proficiently qualified English teachers. If we reverse roles, that is, we ask how many Irish primary teachers can teach German, the figure would be far lower. Let’s move to Poland.
Poland
In Poland, the teaching of modern foreign languages (MFL) at the primary level has evolved significantly over the past few decades, reflecting the country’s commitment to multilingual education. Here’s an overview addressing key aspects:
1. Introduction of Foreign Languages in Primary Education:
Foreign language instruction in Poland has undergone substantial changes, particularly following the country’s accession to the European Union in 2004. Initially, a foreign language was introduced as a compulsory subject from grade IV (age 10). However, reforms have progressively lowered the starting age for foreign language learning. By 2008/2009, compulsory foreign language instruction was integrated into the curriculum from grade I (age 7), emphasizing the importance of early language acquisition. (Ref: rm.coe.int)
2. Teacher Qualifications:
Primary school teachers responsible for MFL instruction are required to hold appropriate qualifications. This includes a degree in education with a specialisation in the chosen foreign language or completion of postgraduate studies in language teaching. Teachers must also demonstrate proficiency in the language they intend to teach, ensuring they possess both linguistic competence and pedagogical skills.
3. Role of Class Teachers vs. Subject Specialists:
In the early grades (I-III), the class teacher often delivers foreign language lessons, provided they have the necessary qualifications. In cases where the class teacher lacks language proficiency, schools may employ subject specialists specifically for language instruction. This approach ensures that students receive quality language education from educators with appropriate expertise.
4. Addressing Teacher Proficiency:
To support teachers who may not be proficient in a foreign language, Poland has implemented various professional development programs. These initiatives aim to enhance teachers’ language skills and pedagogical techniques, enabling them to effectively deliver MFL instruction. Additionally, schools may collaborate with external language instructors or native speakers to supplement the teaching process, ensuring students benefit from authentic language exposure.
5. Curriculum and Resources:
The Polish education system provides a structured curriculum for foreign language teaching, outlining specific learning objectives and competencies for each grade level. Schools are equipped with various resources, including textbooks approved by the Ministry of National Education, multimedia tools, and access to online platforms, to facilitate effective language learning. Furthermore, cultural institutes and organisations often collaborate with schools to provide additional materials and support for language education.
Overall, Poland’s approach to MFL instruction in primary education emphasises early language exposure, qualified educators, and continuous professional development to ensure effective language learning outcomes. It seems to be quite mature at this stage, with over 20 years already spent with the curriculum. The fact that teachers must specialise with another language ensures that the class teacher generally can teach the language.
I decided I would ask ChatGPT to give me a summary of every country in the EU and how they work with MFL. I then made a web app which you can see here:
However, I was most interested in Scotland because it is the most similar country to us in Ireland. Their first language is English, which, in reality is now the de facto international language, so how do they teach other languages.
It appears, despite what I heard on my course, it’s a bit of a disaster.
In Scotland, the implementation of the 1+2 Languages Policy at the primary level has encountered several challenges, leading to concerns among educators. Key issues include:
1. Teacher Qualifications and Confidence:
A significant number of primary school teachers are tasked with teaching modern foreign languages (MFL) without possessing specialist qualifications or even a basic understanding of the languages they are required to teach. This lack of expertise has led to feelings of incompetence and a lack of confidence among educators. One teacher expressed difficulty due to not having specialist qualifications or personal knowledge of French, making it challenging to teach the language effectively. (Ref: thetimes.co.uk)
2. Insufficient Training and Resources:
Many educators have reported a lack of adequate training opportunities to prepare them for MFL instruction. Additionally, schools often face shortages of essential resources, such as foreign-language books, comics, and magazines, which are crucial for effective language teaching. This scarcity hampers the ability to deliver quality MFL education.
3. Curriculum Pressures:
The crowded primary school curriculum presents a significant barrier to effective MFL instruction. Teachers often prioritize core subjects like literacy and numeracy, leaving limited time for language learning. This situation is exacerbated by competing priorities within the curriculum, making it challenging to allocate sufficient time and resources to MFL. In Ireland, we dedicate a lot of time to teaching Irish and Religious Instruction, which take up about a quarter of teaching time. Nothing about the new curriculum suggests there is going to be enough time to fit it in.
4. Sustainability Concerns:
There are concerns about the long-term sustainability of the 1+2 policy, especially as funding for training and resources is gradually being withdrawn. Educators worry that without continued financial support, it will be difficult to maintain the momentum and effectiveness of MFL programs in primary schools.
These challenges highlight the need for enhanced support, including comprehensive teacher training, adequate resource allocation, and strategic curriculum planning, to ensure the successful implementation of MFL education in Scottish primary schools.
As you can see, it is not promising, and this is the model being promoted in some of the Oide language courses.
For me, I am gravely concerned that MFL, when it comes in, will ape Scotland. I also envisage a number of “Duo Lingo” style companies offering “Learn Spanish in a few weeks” courses, which I somehow doubt will make a teacher any way near proficiency. I think we need to bring MFL into our primary schools and I think we need to ensure that teachers going into college learn a language. I also think for the transition period, we’ll need external teachers to teach in classes. Unfortunately I can’t see it being rolled out properly but I hope we do learn the lessons from other countries.
