Foreign Languages for Primary and Intermediate Schools

Press, Volume CIII, Issue 30536, 3 September 1964, Page 15

Foreign Languages for Primary and Intermediate Schools

(An Education Department statement).

Over -the last four years, with the approval of the Education Department, an introductory French course, “Let's Learn French,” accompanied by recorded material, has been used in acme primary and intermediate schools. This pilot scheme, which is still continuing, has revealed both the possibilities and the problems involved in teaching a foreign language to pupils between the ages of 11 and 13.

It is intended to continue exploratory work in the teaching of French over the next few years. The 'recommendations of the Commission on Education about beginning secondary subjects in Form I have led to increased interest in the teaching of French and other foreign languages. It has thus become necessary that the department should give some lead to teachers about what can be reasonably done in teaching foreign languages in Forms I and II over the next few years while the implications of the Commission’s recommendations are being studied.

It is hoped that the work in foreign language already initiated will be continued and extended; but, more important that liaison and consultation between primary teachers and language specialists in post-primary schools will be developed wherever possible. Mr D. C. Welch, who has recently taken up the post of officer of foreign languages, is specially charged with responsibility for the development of foreign languLanguage Programme Foreign language teaching in primary and intermediate schools should be regarded as a part of the general language programme. The 1961 syllabus, "Language in the Primary School,” which outlines the programme in English states: “In Forms I and II there will be a number of children who, because of their special abilities and interests, should be given further opportunities to study another language.” Such study has many of the same general linguistic aims as the study of English: it enriches pupils’ knowledge of their own language, and also has an important relationship with social studies, with which it can be closely linked.

At the same time, an introduction to a foreign language in Forms I and II must not be regarded as something separate from the pupils’ future education. It is important, therefore, that as far as possible it should be planned so as to link with later language studies in the secondary school, but the emphasis should be on the skills of speaking and of understanding what is said. A pupils’ proficency and progress in English should be the major factor in deciding whether or not he should be given the opportunity to learn another language. Thus a pupil whose command of English skills is still uncertain should not be selected for foreign language classes. More able pupils will obviously profit from introduction to a second language, and there are probably many others who, without limited acquaintance with another language perhaps as part of their music and social studies programmes. For these reasons the proportion of pupils taking a foreign language at present is likely to vary from school to school. Before Form I

It is not proposed at present to encourage the systematic teaching of foreign languages earlier than Form I, if only for the need to preserve continuity. Experiments overseas are testing the possi-

bility of beginning this teaching at a much earlier age, and these experiments are being closely followed. Young children, suitably taught, pick up correct sounds and intonation very readily and learn even grammar patterns empirically. But even if overseas experiments prove fully successful careful consideration will first have to be given both of the feasibility and the utility of early language teaching in New Zealand, before any trials are made In this country. Why French? French has traditionally been the second language in New Zealand schools and there are far more practising teachers in this country with some knowledge of French than any other language. Furthermore, a continuous field of study exists in French through most of the secondary schools to the university and beyond. Many other languages, for which various claims can be advanced, have nc prospect, at present, of offering this opportunity. French, too, as much as any major language, has the background of a rich cultural heritage which offers to pupils many points towards art, literature, music, and history.

It is recognised that a case I can be made for beginning [ other languages, but the de- • partment believes that in the ’ present situation the advan- , tages of French are undeni- . able. Nevertheless, where : French is not available, there ! can be no objection to , teachers with the necessary r qualifications introducing in- ‘ terested pupils to other ‘ languages, such as German, ’ Latin, and Maori. Some schools may have a teacher interested in Esperanto. r Whatever is selected, howi ever, account should be taken ! of the prospects of further ! study of the language at a i post-primary school. It may i well be that in the future . other languages than French > will assume a greater importi ance in our community, and ' therefore in our schools, than I they do today. ■ The syllabus "Language in , the Primary School” states: . “It is important to be sure t that a language class is ■ taken by a teacher who has I made some study of the prob- • lems of teaching a second r language, and who is reason- , ably competent in the language he proposes to teach."

This statement is highly important. It is impossible, however, to state categorically a minimum qualification for foreign language teaching in , Forms I and II since much , depends on the length of ’ time since the qualification , was gained and the sub- . sequent use made of it Many primary teachers taking foreign language classes will ! need to acquire or refurbish i a knowledge of the subject in i order to give their pupils ' adequate tuition. It is expect- • ed, through in-service and re- • fresher courses and with the , assistance of modern teaching i aids, to give teachers in the • near future more opportunities of improving their facility in French. i Time Allocation The allocation of time in ‘ the language programme to , foreign language teaching ' will vary with the class, but abler pupils should be able J to spend up to an hour per week on a foreign language. How this time should be divided will depend on the i organisation of the class or : school, but ft Is best spread ! over three of four periods. If i French Is taken by the class > teacher, which is desirable - but not always possible, links I with other subjects can be • worked out and there may be - the possibility of a brief ’ practice period each day.