Language Learning Contexts

The choice of language learning themes and topics is of crucial importance in offering learners relevant, meaningful, and engaging learning experiences.

This section explores Language Learning Contexts in relation to the following three How are we doing? self-evaluation statements:

  • Our language learning contexts are rich, diverse and relevant to our learners.
  • Interdisciplinary learning is an embedded throughout our languages learning.
  • We plan for evaluate the relevance and purpose of our learning contexts in partnership with our learners.

Click on the links below to read more about the key themes of Language learning Contexts and then use the How are we doing? statements to reflect on your current practice and explore your next steps.  Further reading and resources are also provided at the bottom of this page.

Relevant contexts Interdisciplinary Learning Language Learning in the Primary Continuity, transitions and progression Language learning themes: secondary

Relevant, meaningful and engaging contexts

Language learning is a hugely versatile part of the curriculum where the skills being developed can be applied and explored through any theme/topic or curricular context.  This presents an opportunity to develop rich, inclusive, and engaging language learning experiences which reflect the interests of learners and the ‘real’ world. When the language is rooted in curricular contexts which include intercultural learning, problem-solving and inquiry, then further opportunities to enrich language learning emerge.

Key features of good practice includes contexts which are:

  • Relevant to children and young people
  • Develop meaningful language learning experiences
  • Engage and motivate learners
  • Align with levels of challenge and cognitive development in other areas of learning
  • Develop global citizenship and intercultural skills
  • Contribute to the development of wider learning and skills e.g. literacy skills
  • Support the application of skills in real life situations e.g. interactions in class, with partners
  • Support the development of increasing confidence and autonomy in learners’ use of language

Interdisciplinary Learning

Interdisciplinary Learning (IDL) is a planned approach to learning which uses links across different subjects or disciplines to enhance learning (Education Scotland, P2, 2012). It promotes the development and application of what has been taught and learned in new and different ways. This allows for language learning to be applied in a large range of contexts including STEM, world issues and themes such as diversity, sustainability, and equity. Examples include activities such as learning about the solar system or history through the L2.

With the introduction of 1+2 Languages, primary and secondary schools are increasingly exploring language learning through themes such as sustainability, STEM and linked to other areas of the curriculum.

The following considerations may support practitioners in planning language learning across curricular contexts:

  • Embed previous language learning into planning of new themes i.e. referring to previous learning whilst planning and identifying opportunities e.g. use of colours in an art project, dates in the target language. Links to previous learning can be identified by learners
  • Plan creatively in partnership with learners. Consider the diverse range of topics and themes which interest them, and which provide opportunities to deepen and widen their languages learning
  • Engage with high-quality support resources and professional learning which exemplify approaches
  • Evaluate practice by engaging with learners to assess the impact of new approaches on their engagement and motivation
  • Develop practice over time and start small – collaborate with colleagues or partners (e.g. other schools, cultural institutes etc.), evaluate impact, and share practice
  • Share practice across sectors e.g. explore primary learning themes where language has been embedded into IDL topics.

Language Learning in the Primary

Language learning contexts in the primary adapt over time and in line with children’s development. The table below outlines how this might look in terms of language learning across the curriculum.

Language learning across the curriculum
  • Songs, rhymes, stories, poems
  • Games, PE activities, outdoor learning activities
  • Embedding use of language throughout daily routines, learning instructions and social language (e.g. greetings, praise etc.)
  • Embedding language learning as part of topics e.g. aspects of language developed through an environment topic (e.g. doing a litter pick in the local area and then writing up the results in the L2, aspects of STEM taught in L2, PE activities developed in the L2, drama in L2 etc.
  • Following target language instructions to complete activities e.g. arts and crafts activities, digital skills task, following a recipe in the target language etc.

Continuity, transitions & progression through the BGE

Cluster planning should take this into account and ensure:

  • A coherent and continuous P1 – S3 BGE languages experience
  • Effective communication and planning across cluster groups to ensure that topics are not duplicated at different stages
  • Relevant, engaging and age-appropriate contexts for languages learning
  • Language learning experiences which are challenging and develop broader skills (e.g. literacy, intercultural skills, global citizenship)
  • Engagement in learner voice to help steer planning and development

Where L2 learning is not fully embedded and consistent across groups of primary schools, secondary schools often review learning at the start of S1.  There is a need, however, to ensure that on entry to S1, we do not miss an opportunity to give young people a fresh experience which takes prior learning into account and supports them to move forward in their language learning.  Planning so that learners can demonstrate and apply prior learning in new and different contexts, rather than repeating or revisiting what has already been worked through, can help avoid the impression for learners that they are covering ‘old ground’.

Language learning themes: secondary BGE

Language learning in the secondary BGE has historically been planned around topics such as personal language, school etc, with a view to providing progression to the Senior Phase National Qualifications. However, there is a need to balance those aspects of learning which provide progression towards accreditation in the Senior Phase with meaningful and relevant learning experiences which respond to learners’ interests.

An interdisciplinary learning-based approach promotes language learning both in and through the language. This means that regardless of the topic, is it still possible to develop key language and structures and continuously reinforce learning.

When planning secondary BGE contexts, key considerations include:

  • Learning which builds on previous learning from primary or earlier stages of secondary – continuing with approaches which seek to develop learning across the curriculum and in fresh and engaging contexts
  • Learning which is on a cognitive par with learning in other areas of the curriculum
  • Learning which challenges our young people to think, develop inquiry skills and seek out solutions
  • An overarching vision for language learning e.g. a shared sense of purpose and creating contexts for the real life application of skills
  • Learners as key stakeholders in the planning and development process
  • Learning themes and contexts which develop relevant and engaging learning experiences for our learners

Sample themes may include:

  • Sustainability e.g. United Nations Sustainability Goals
  • Intercultural learning e.g. sport and culture, music, films, TV, poetry, religious festivals
  • STEM focussed themes e.g. science project
  • Social subjects e.g. world conflicts, Scottish history, geography, mapping, natural disasters etc.
  • Employability themes e.g. My world of work

Task-based learning:

Task-based learning outcomes – which promote the use of the target language in authentic scenarios –  support coherence in learning development. Some examples are provided below:

  • Employability focus: Language learning is planned and developed with a task-based outcome linked to a real-life scenario in the workplace.  g. You are working as a zoologist/conservationist. Choose and investigate the wildlife of a target language country and produce a presentation with information on populations, habitat, where they are found, what they eat etc.
  • Citizenship focus: Language learning is planned as part of an intergenerational learning activity. Working with charity or local nursing home, learners can lead and share learning for older members of the community.
  • Family focus: Learners can lead learning for family groups e.g. teaching parents the target language, developing learning games and activities for siblings etc.
  • Leadership focus: Learners develop and lead learning for younger secondary year groups or primary learners.
  • Social justice focus: Language learning is planned around key social justice themes e.g. equity, fair trade, racism. E.g. a project which explores key messages around racism through reading, listening, and viewing resources and then produce a piece of art, music, poetry which shares key messages in the target language around this theme. g. an anti-racism rap.
  • Wider achievement focus: Learners design a local community project in the target language e.g. environmental project and produce materials or take part in an activity as an outcome.  For example, learners could identify ways to increase biodiversity in the local area, use the target language to plan the activity e.g. we will build a bird-box, we will plant wild-flowers etc, and then undertake the activities, reporting in L2 on what they did. ‘We planted, we built’ etc.

These examples show approaches where language learning is developed through relevant activities with meaningful language and broader curricular outcomes. In some instances, these IDL or task-based learning approaches require a significant reshaping of practice for teachers so starting small, and assessing the impact on learner experience and engagement is important. Working with colleagues can support the development of new approaches and allow practitioners to develop practice in tandem by collaborating on planning and evaluation.  In secondary schools, by working with other curriculum areas, we can explore links across learning and complimentary curriculum planning.

How are we doing?

  • Our language learning context are rich, diverse and relevant to our learners.
  • Interdisciplinary learning is embedded throughout our language learning.
  • We plan for and evaluate the relevance and purpose of our learning contexts in partnership with our learners.

Record your practice

Now you have researched the methodology and best practice in Language Learning Contexts it's time to record how you are doing. Download the interactive/printable PDF file which you can fill in digitally (or manually if you prefer) for your records and CPD.

Download the Language Learning Contexts self-evaluation PDF (124 KB)

Council of Europe (2001) Common European Framework of Reference for Languages

Available at: https://rm.coe.int/1680459f97

Association for Language Learning CLIL Approaches

Available at: https://www.all-languages.org.uk/research-practice/clil-zone/

British Council CLIL: A lesson framework,

Available at: https://www.teachingenglish.org.uk/article/clil-a-lesson-framework

Education Scotland, A 1+2 approach to modern languages

Available at: https://education.gov.scot/improvement/learning-resources/a-1-plus-2-approach-to-modern-languages

Education Scotland (2012) CfE Briefing 4: Interdisciplinary Learning

Available at: https://education.gov.scot/Documents/cfe-briefing-4.pdf

Education Scotland (2017) 1+2 Languages: FAQs and Answers

Available at: https://education.gov.scot/improvement/documents/modlang7-faq-and-answers.pdf

Education Scotland, Modern Languages: Principles and Practice

Available at: https://education.gov.scot/Documents/modern-languages-pp.pdf

Education Scotland What is interdisciplinary learning?

Available at: https://blogs.glowscotland.org.uk/glowblogs/technologies/interdisciplinary-learning/what-is-interdisciplinary-learning/

Kang, S.H.K., Gollan, T.H. & Pashler, H. (2013) Don’t just repeat after me: Retrieval practice is better than imitation for foreign vocabulary learning. Psychonomic Bulletin and Review

Available at: https://doi.org/10.3758/s13423-013-0450-z

National Framework for Languages (2017) Approaches-to-language-learning-transformative-practices,

Available at: http://www.nffl.education.ed.ac.uk/lens-2/approaches-to-language-learning-transformative-practices-2/clil/

National Framework for Languages (2017) Task-based learning

Available at: http://www.nffl.education.ed.ac.uk/lens-2/approaches-to-language-learning-transformative-practices-2/task_based_learning/

Open University Learning a language, learning through language and learning about language

Available at: https://www.open.edu/openlearn/languages/understanding-language-and-learning/content-section-4

Research in Primary Languages (2020) Content and Language Integrated Learning - CLIL

Available at: https://ripl.uk/clil/

Progression Documents

Modern Languages Experiences and outcomes are a set of clear and concise statements about children's learning and progression in Modern Languages. They are used to help plan learning and to assess progress.

Modern Languages Experiences and Outcomes

Modern Languages Benchmarks provide clarity on the national standards expected within languages at each level. They set out clear lines of progression from first to fourth levels. Their purpose is to make clear what learners need to know and be able to do to progress through the levels, and to support consistency in teachers' and other practitioners' professional judgements.

Modern Languages Benchmarks

The Early Level Partial Experiences and Outcomes and Benchmarks provide clarity on the national standards expected within languages in P1.

Early Level Modern Languages Experiences and Outcomes and Benchmarks for use from Primary 1

This suite of resources brings together all the national documentation practitioners need to plan for progressing language learning from First to second, second to third and third to fourth levels.

Modern Languages Progression Framework: First to Second Level

This suite of resources brings together all the national documentation practitioners need to plan for progressing language learning from First to second, second to third and third to fourth levels.

Modern Languages Progression Framework: Second to Third Level

This website contains example progressions as well as resources and ideas to support the teaching of grammar and phonics in the target language.

NCELP - National Centre for Excellence for Language Pedagogy

The ELP is a document in which those who are learning or have learned one or more languages can record and reflect on their language learning and intercultural experiences.

European Language Portfolio

1+2 Languages (primary and secondary)

The resource is designed to support practitioners to implement the 1+2 approach. It provides guidance and examples videos and documents to demonstrate how languages and cultural awareness can be taught.

A 1+2 approach to modern languages

The SCILT website includes a range of support resources for primary and secondary schools.

SCILT: 1+2 Languages

SCILT secondary case study on the development of an IDL project exploring language, creativity, and design.

SCILT: Espacios Increíbles

This website contains example progressions as well as resources and ideas to support the teaching of grammar and phonics in the target language.

NCELP - National Centre for Excellence for Language Pedagogy

Poems which can be used by learners in French, Spanish, German and other languages & exemplification on how these could be used.

ALL Literature Project

Support resources, exemplification on integrating languages and links to external support sites.

Primary Language Resources

Language learning across the curriculum

Useful introduction to CLIL including guiding principles and practical advice on getting started.

British Council: A CLIL Lesson Framework

Blog with a useful introduction to CLIL and guidance on getting started.

FluentU

Association for language learning CLIL resources. Offers exemplification from a number of schools.

ALL Languages: CLIL zone

A guide to the opportunities available and the benefits that international engagement can bring in delivering equity and excellence across the curriculum.

Learners International: International Learning Opportunities

This website contains examples of lesson plans and activities to support language learning in primary and secondary classes using the CLIL approach to language teaching. Language is taught through another curricular area e.g. numeracy or science.

ELAPSE

Our World is a languages and citizenship based filmmaking project for S3 - S6 pupils. It's designed to complement the Curriculum for Excellence and help tackle the Attainment Challenge by providing a free project which uses an interdisciplinary approach to encourage pupils to become more engaged in their language learning.

SEET Our World Project

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