UK government policy on ELL

National Languages Strategy
for England
"Languages for All: Languages for Life"

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The UK Government's National Languages Strategy for England was published on 18 December 2002.

The centrepiece of the Strategy is a commitment to early language learning.

By the end of the decade (2011) every primary school pupil will have an entitlement to learn a language at least partly in class time.

How will this be delivered? How will schools cope? What about the acute shortage of language teachers?

Meanwhile, the UK Government's Green Paper on Curriculum reforms proposes making languages optional after KS3 (i.e. aged 14+), as part of giving particularly disaffected pupils greater freedom to choose what they want to study. In future, many children will thus only study languages for 7 years, over half in their primary school.

This page will develop some of the questions that teachers, parents and policy-makers will need to be addressed in coming months.

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The Entitlement
Read it in full:
Download the complete Strategy document from the DfES website at: www.dfes.gov.uk/languagesstrategy

Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations.
They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning.

By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme.

The Key Stage 2 language learning programme must include at least one of the working languages of the European Union and be delivered at least in part in class time.

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Positive about early language learning
Read it in full:
Download the complete Strategy document from the DfES website at: www.dfes.gov.uk/languagesstrategy

This entitlement is the norm for many of our European partners and most independent schools in our country.

Supportive and enthusiastic teachers and headteachers are key to delivering a positive learning experience that will motivate young children to continue with their language learning throughout life.

Schools already offering language learning in the primary phase have found that pupils who start language learning earlier are generally more receptive to learning languages and more motivated.

Early language learning can reinforce literacy skills and nurture enthusiasm that is carried on into secondary school.

Delivering the Strategy "cannot be achieved overnight"

The Strategy recognises that the skills of generalist class teachers in primary schools are as appropriate to delivering young pupils' needs in starting to learn a foreign language as they are to teaching the early stages of maths, science or history.

It recognises there is no prospect of recruiting or training an army of specialist language teachers.

Instead, it offers a "real effort " in terms of training and mobilising a workforce that has the skills, expertise and confidence to deliver language learning in our primary schools.

The strategy recognises that schools will have many different starting points and allows for capacity to be increased gradually, concentrating initially on building foundations from current good practice and strengthening underpinning delivery mechanisms.

Specialist language colleges (where they exist) will have a key role in supporting their feeder primary schools.

Each LEA will be responsible for guiding the implementation of the Strategy in their area.

Follow the evolution of UK Government Policy, and more about the Green Paper...

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www.earlystart.co.uk Updated:7th January 2003 Copyright © 1995-2003 Invicta Media/Early Start Languages

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The Entitlement	*Read it in full:* Download the complete Strategy document from the DfES website at: www.dfes.gov.uk/languagesstrategy
Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme. The Key Stage 2 language learning programme must include at least one of the working languages of the European Union and be delivered at least in part in class time.
Back to top

Positive about early language learning	*Read it in full:* Download the complete Strategy document from the DfES website at: www.dfes.gov.uk/languagesstrategy
This entitlement is the norm for many of our European partners and most independent schools in our country. Supportive and enthusiastic teachers and headteachers are key to delivering a positive learning experience that will motivate young children to continue with their language learning throughout life. Schools already offering language learning in the primary phase have found that pupils who start language learning earlier are generally more receptive to learning languages and more motivated. Early language learning can reinforce literacy skills and nurture enthusiasm that is carried on into secondary school.
Delivering the Strategy "cannot be achieved overnight"
The Strategy recognises that the skills of generalist class teachers in primary schools are as appropriate to delivering young pupils' needs in starting to learn a foreign language as they are to teaching the early stages of maths, science or history. It recognises there is no prospect of recruiting or training an army of specialist language teachers. Instead, it offers a "real effort " in terms of training and mobilising a workforce that has the skills, expertise and confidence to deliver language learning in our primary schools. The strategy recognises that schools will have many different starting points and allows for capacity to be increased gradually, concentrating initially on building foundations from current good practice and strengthening underpinning delivery mechanisms. Specialist language colleges (where they exist) will have a key role in supporting their feeder primary schools. Each LEA will be responsible for guiding the implementation of the Strategy in their area.
Follow the evolution of UK Government Policy, and more about the Green Paper...