ࡱ> mol ,bjbjAA 4:#y#y$w8?[ew(,i`  XXXX|XXXXpij LX50eX{X{XXXp  Xe{ :    Press release: embargoed until 00:01 hrs, Tuesday, September 3rd Pupils having to repeat language lessons Modern language lessons in both primary and secondary schools can be boring because pupils often have to repeat material they have already been taught in previous years, comments by children in a study being presented to the British Educational Research Association today suggest. Pupils in the early years of secondary can find themselves having to go back over old material as they are sometimes taught alongside classmates who are starting from scratch, having not learned the language at all in primary school. And primary children also complain of having material taught to them repeatedly, one saying they learnt the same thing over and over again, and another saying all you learn is like bonjour. However, pupils generally appreciate the efforts of their teachers, most children value the studying of languages and, while most find languages hard, around four out of five support compulsory teaching of the subject from the age of seven. These are among the findings of a new investigation into how schools and pupils react to the transition in language learning between year six, at the end of primary school, and year seven, the start of secondary. The study, by Katherine Richardson of the University of Nottingham, is particularly significant as it illuminates some of the difficulties facing schools as ministers implement a new requirement to make language teaching compulsory in primary lessons at Key Stage Two for seven- to 11-year-olds - from next September. The transition between primary and secondary is often challenging, for any subject. However, in languages, it may pose particular difficulties, given that secondary schools take pupils from many primaries, each of which can choose from several languages to teach. This will still be the case after the subject becomes compulsory. Ms Richardsons study sought the views on language learning of 335 year six and year seven pupils, at four secondary and eight primary schools in Englands Midlands in the 2010-11 academic year. Questionnaire and focus group work took place just before pupils were due to leave primary (in the summer of year six); when they had just started secondary (autumn year seven); and at the end of their first year at secondary (summer year seven). The research found that transition in languages remains challenging and problematic, with not enough liaison between primaries and secondaries. This was illustrated by findings showing few primary pupils were sure they would continue with their current language beyond the age of 11. Asked in the summer of year six which language they would be studying in secondary where teaching of a modern language has long been compulsory - half of the primary pupils did not know. Some 35 per cent said they would be studying a different language from their language at primary. Only 14 per cent said they were going to continue with the same language. One secondary in the study took in pupils from more than 40 feeder primary schools, making accommodating different prior levels of language study very difficult. Although 81 per cent of the surveyed children supported compulsory language learning in key stage two, some secondary pupils questioned its benefits as many felt they were likely to repeat [in secondary school] content taught at primary schoolas they were taught in mixed-experience classes alongside pupils with no prior experience of the language. Progression, both year-by-year and within years, was also a concern among primary pupils. One said: We get really bored because were going over the same thing over and over again. Another said: In primary schoolall you learn is like bonjour throughout the whole of Key Stage 2, while another year six pupil offered the view that Weve counted to 12 a hundred and fifty times! Every single year you never finish it [counting], so you have to keep starting again. Overwhelming majorities of the children, though, could see the value in learning languages, with 96 per cent of the year six pupils saying this was useful, and the figure dropping only to 89 per cent of survey respondents in the summer of year seven. Perhaps unsurprisingly, most around 80 per cent saw languages as difficult. But Ms Richardson was concerned that pupils enjoyment of the subject tended to be lower than that expressed for schoolwork overall, with the numbers agreeing they enjoyed language lessons plunging from 72 per cent at the start of year seven to 55 per cent by the end. The paper described this fall as alarming. And, perhaps indicating the challenge languages have in retaining pupils enthusiasm, more than three quarters of primary pupils surveyed said they would rather study a different language in secondary school. Moreover, some pupils questioned their teachers expertise. One said: In year 4 [our teachers] were trying to say the words but they got it wrong and then wed learn the wrong words. However, pupils generally appreciated the breadth of activities in primary language lessons, especially games, learning new vocabulary and speaking; and, in primary, the efforts of their teachers to teach languages, where they accepted that the adults knowledge might be lower than for other subjects but the teacher still tried hard to provide good lessons. One secondary school also provided an indication that the tough transition between primary and secondary could be achieved successfully. The school had the lowest numbers of pupils saying they found the subject difficult, and had worked hard on liaison with primary schools, including secondary teachers teaching at six of the secondarys main feeder primaries. The paper warned, however, that political changes could make successful transfer more challenging. The recent demise of local authorities has resulted in the loss of many language advisors and language networks which produced authority-wide language policies, planning, resources and support for transition, it said. This, coupled with the growth of free schools and academies and their increased freedom is likely to lead to further diversity in pupils experiences of languages, thus rendering the challenge of ensuring an effective transition for pupils in languages even greater. Pupils perceptions of (foreign) languages across the primary-secondary school transition in four school clusters is being presented to ɫ by Katherine Richardson on Tuesday, September 3rd. Further information from: Warwick Mansell ɫ press officer 07813 204245 Email: warwickmansell@gmail.com Notes for editors: 1 Katherine Richardson is a doctoral student at the University of Warwick and a lecturer at the School of Education, University of Nottingham. 2 Currently, most primaries do offer some language tuition, but the subject will not be part of the national curriculum until next year. Latest figures, from the report Language learning in primary and secondary schools in England: Findings from the 2012 Language Trends survey, by Teresa Tinsley and Kathryn Board (CfBt) show that 97 per cent of primary schools taught languages to pupils during the normal school day at some point during Key Stage 2, with 84 per cent making provision for pupils in all four year groups of KS2. In terms of the spread of languages offered, 74 per cent of schools offered French in years five and six; 16 per cent Spanish and four per cent German. See http://bit.ly/14J7PO3. 3 Some statistics quoted in Ms Richardsons paper, based on pupils agreeing or not with statements presented to them: Proportion of pupils saying they enjoyed language lessons: summer year 6: 61%; autumn year 7: 72%; summer year 7: 55%. Proportion of pupils saying they enjoy lessons across the curriculum (enjoy most lessons at school): sY6: 92%; aY7: 90%; sY7:86%. Proportion of pupils saying language learning is useful: sY6: 96%; sY7: 89%. Proportion of pupils thinking all should learn a language during KS2: sY6: 82%; aY7: 78%; sY7: 79%. Proportion saying it is difficult to learn a language: sY6:80%; aY7: 76%; sY7: 78%. Proportion saying they are good at languages: sY6: 53%; aY7: 65%; sY7:65%. Proportions of year six pupils saying they would start a new language at secondary school: dont know: 50%; will start a new language: 35%; will continue with same language: 14%. 4 The 39th annual conference of the British Educational Research Association is being held at the University of Sussex from Tuesday, September 3rd to Thursday, September 5th. More than 600 research papers will be presented during the course of the conference. The conference programme can be accessed via the ɫ website:  HYPERLINK "http://www.beraconference.co.uk" http://www.beraconference.co.uk ɫs website is  HYPERLINK "http://www.bera.ac.uk" www.bera.ac.uk ɫ ɫ The British Educational Research Association (ɫ) is a member-led charity which exists to encourage educational research and its application for the improvement of practice and public benefit. We strive to ensure the best quality evidence from educational research informs policy makers, practitioners and the general public and contributes to economic prosperity, cultural understanding, social cohesion and personal flourishing.      Improving Education through Research  HYPERLINK "http://www.bera.ac.uk" www.bera.ac.uk ?ACl!!((t)v)))'*(*U*V*u*v*w*****jW$h>uh>uCJOJQJaJmHsH+jh3'>*B*CJOJQJUaJph(h>uh>u>*B*CJOJQJaJphh3'jh3'Uh>uh>uCJH*OJQJaJh>uh>uCJOJQJaJh>uh>u5CJ,OJQJ!h>uh>u5>*CJH*OJQJh>uh>u5>*CJOJQJ h!ih8OCJOJQJ^JaJCl s 8 * AGeo/! !!!!gd>u$a$gd*!!"""n%o%%]&&.'''1((w*****+},~,,,,,, dgd*gd*gd>u******},~,,,,,,,,,,,,,,ͺve]Y]Y]Y]YFBY7hhCJ aJ h*$jhYhYUmHnHsH uh3'jh3'U h>uh*CJOJQJ^JaJ#h>uh>u6CJOJQJ^JaJ h>>䴳ϴ#)<h>5Cϴ)<5CJOJQJ^JaJ$h>uh>uCJOJQJaJmHsH3jh3'>*B*CJOJQJUaJmHphsH0h>uh>u>*B*CJOJQJaJmHphsH,,,,,,,,,,,gd*gd$a$gd* dgd* ,,,,,,,,,,,,,xg h>uh*CJOJQJ^JaJhhCJ aJ 9jh3'0J5>*B*CJ OJQJU\^JaJ ph6hh0J5>*B*CJ OJQJ\^JaJ phh3'jh3'U h5CJ OJQJ\^JaJ &hh5CJ OJQJ\^JaJ #hhCJ OJQJ\^JaJ 21h:p!i. 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