Language Learning: Primary

Language learning in the primary school is developed around language spoken in daily interactions (e.g. daily routines, classroom language and instructions), social language (e.g. greetings, praise etc.) and language developed through curricular learning (e.g. opinions, numbers, talking about self, wider IDL topics etc.). This section explores approaches to how language learning can be planned across these three areas and which approaches respond to learners’ changing development needs over the course of P1 to P7.

This section explores Language learning in the primary school in relation to the following three How are we doing? statements:

  • We have a progressive, embedded and shared approach to developing language learning throughout our school community from P1 to P7.  
  • We develop language learning through embedding language in our daily routines, classroom language and whole school life, through regular and timetabled learning and through our wider interdisciplinary learning contexts.  
  • Our language learning is engaging, explores intercultural learning and develops a broad range of skills for life and work.  

Click on the links below to read more about the key themes of Language learning in the primary school 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.

Planning primary language learning Approaches in primary language learning Language skills development in the primary school Talking & Listening Reading & Dictionary Skills Writing & Developing knowledge about language (KaL)

Planning primary language learning

Primary L2 learning can be developed through three main strands:

Social Language Classroom language Topic Language
  • Praise
  • Greetings
  • Social interactions – e.g.
  • I would like some water please. Can I have a pencil? etc.

 
  • Daily routines
  • Classroom instructions
  • Learner language e.g. What is it? Can I have etc..

 
  • Understanding and use of language e.g. numbers, talking about self and others, giving opinions, describing objects, places and people, knowledge about language and culture
  • Interdisciplinary (IDL) development of language e.g. embedded within IDL topics

P1 to P7 planning frameworks developed to support progression in the second language across these three strands ensure that:

  • Language learning is planned, coherent and progressive which provides a more meaningful learning experience for learners and practitioners
  • Language learning can enhance and consolidate wider skills e.g. literacy, numeracy and health and well-being

Learning is enhanced when there is a whole-school ethos and a shared approach to planning and development for languages (for more advice on this, see L2 Primary Planning).

Culture and developing intercultural understanding are also central aspects of languages learning and teaching and should therefore be included as a key aspect of curricular planning.  The Culture section of this tool provides practical examples of how culture can be developed throughout primary learning (see Associated Sections at the bottom of this page).

Approaches in primary language learning

The table below highlights children’s key cognitive and developmental stages and how these determine approaches to language learning.  These can be used to inform practice at each stage of learning.

Stage Language Learning Style Approaches Notes
Early /  First

 

 Implicit learning i.e. subconsciously learning by doing, listening and responding

 
  • Fun and engaging learning activities which maximise children’s aural skills and exposure to the language
  • Lots of exposure to a range of varied language
  • Listening to language from lots of different sources e.g. songs, teacher talk (instructions / daily routines, social language, greetings), cartoons etc.
  • Lots of repetition across a range of contexts
  • Playing with new language and developing learning through games, songs, routines, and short predictable conversations
  • Joining in with games, songs and stories e.g. active stories with points of repetition and action
  • Children are not necessarily better at learning languages or learn more quickly in the Early Years.  Rather, they learn implicitly at this stage (i.e. subconsciously through exposure and responding to the language).  However, to work, these processes require time and input
  • This can be developed through maximising children’s exposure to language (through classroom routines, instructions, and stories, songs etc.)
First / Second
  • More logical and organised in their learning
  • More able to sustain and direct attention to aspects of learning e.g. formulating answers, problem solving and explicit learning and teaching i.e. understanding concepts of grammar, language strategies etc.
  • Beginning to develop a deeper understanding of learning processes
  • Able to plan and reflect upon their own learning
  • Fun and engaging learning activities which spark curiosity and inspire children to learn more about language and culture
  • More structured and reflective opportunities for learning
  • Continued maximum exposure to language, listening, processing, and retaining language which is regularly repeated
  • Developing skills in reading the target language with opportunities and encouragement to read aloud
  • Increasing levels of challenge with longer, more complex texts, listening
  • More opportunities to explore, reflect on language, problem solve and create language
  • Link to learning or knowledge of other languages
  • Link to literacy
  • Link to wider learning in other curriculum areas
  • Clear and regular learning goals which develop a sense of ongoing progression and achievement
  • Developing a sense of achievement and progression from middle-late primary school onwards is an important aspect of developing self-efficacy in learners in relation to their language learning. Self-efficacy and a sense of progression are key to motivation and engagement
  • Effectively differentiating or scaffolding learning to ensure achievable targets/outcomes for all, is important to learner motivation and engagement
  • Therefore, ensuring that learners have regular, progressive, outcomes and achievements which build their communication skills can help to support with developing confidence and motivation

 

Adapted from the MOOC, Teaching Foreign Languages in the Primary School (Myles, F, Porter, A, Graham, S).  See Resources at the bottom of this section.

The Education Scotland 1+2 Languages web pages provide advice and exemplification of approaches to languages development in primary schools. In particular, the guidance document, A 1+2 approach to language learning from Primary 1 onwards provides guidance relating to approaches, development of learning and practical steps relating to embedding language learning and to teaching key language skills. Approaches to teaching key language skills are discussed below, and the next tile discusses embedding language at the primary school stage.

For direct links to the documents listed above, please see the Resources section at the bottom of this page.

Language skills development in the primary school

It is key that they four key language learning skills of Listening, Talking, Reading including Dictionary Skills, and Writing are developed over the course of primary L2 language learning.  In line with the Curriculum for Excellence Experiences and Outcomes and Benchmarks, this is generally developed as:

  • Talking and Listening are introduced from Early Level (P1) and further developed through First and Second Level
  • Reading is introduced in Early Level (P1) and further developed through First and Second Level
  • Writing and Dictionary Skills are introduced in First Level and further developed throughout Second Level.

Integrating skills provides more opportunity for revisiting language structures repeatedly and developing depth of learning. For example, a Talking and Listening activity where learners are taking part in short conversations about their opinions can be followed up with Writing activities (for example, writing about their opinions on a topic/theme).  This can then also be used for Reading as part of peer assessment.  The same is true of developing language across the curriculum, as the same language can be explored in various learning contexts.

The following overview explores the different skills and their key role in the language learning process.  For a complete overview of learning and skills by stage, please refer to the Education Scotland Modern Languages Experiences & Outcomes and Modern Languages Benchmarks, Early to Second Level.

Talking & Listening

Talking 

  • Talking is a critical aspect of language learning
  • Talking in other languages helps to develop confidence, literacy (L1 and L2), growth mindsets and intercultural understanding
  • Creating natural contexts for using language as part of classroom interactions is an effective way of developing learner talking skills over time e.g. responding to daily routines (e.g. present, please, yes/no, thank you, I would like an apple please, can I have a pencil etc.). By embedding these interactions into the daily life of the classroom, we can scaffold talking in a way that builds learner confidence over time
  • Talking can also be developed through games, songs, rhymes, and poems
  • Reading aloud is a highly effective way of developing confidence in phonics and pronunciation by linking sounds and letters
  • Talking as part of short conversations, presentations, role plays and group talking activities e.g. games, songs etc. can provide a supportive talking framework and build confidence
  • Giving learners ownership of key phrases for use in classroom language routines (e.g. one group leads on asking the rest of the class to tidy up) is an effective way of building learner confidence
  • Using talking mats (e.g. group language prompts on table with key phrases such as I would like etc.) can provide an effective scaffold for language use

Listening 

  • Listening is a critical element of language learning and the more opportunity for exposure to the target language (and from a range of sources) the better. Particularly for younger learners, there is a huge benefit to hearing a lot of language, both in terms of their L1 literacy development and their L2
  • Listening to a range of speakers of the modern language throughout primary school can provide a foundation for language learning
  • Listening to different people can include the teachers, leaders, parents, assistants, partnership projects (e.g. institutes etc.), other young speakers of the language (e.g. children in partner schools) and can be in-person or using online sources
  • Listening sources throughout primary school can also include songs and stories,
  • Listening and responding as part of conversations, classroom interactions, games, role plays, daily routines etc is also a key part of early language learning

Reading & Dictionary Skills

Reading

  • Reading in other languages supports learners’ literacy development. As learners read they decode, link across languages, deduce meaning from context and develop a range of metalinguistic strategies
  • Exploring texts in the target language provides opportunities for engagement in authentic cultural resources e.g. storybooks, authentic texts online etc.
  • It is important that pupils are able to choose texts in their L2 that relate to their own interests. This provides relevant contexts for learning for pupils
  • Reading and listening simultaneously is effective in linking language sounds and spelling and can support learners’ understanding of language and their ability to read aloud
  • Learners do not need to understand every word. The key thing is that the text is comprehensible on the whole and that learners have an opportunity to explore and work out meaning
  • Reading activities which are developed cooperatively help to provide a structured support framework, particularly when working on texts for comprehension.
  • Reflecting with learners to explore strategies and approaches is helpful in developing a supportive model for engaging with reading in another language

Dictionary Skills

  • Developing dictionary skills in primary is important in developing learners’ literacy skills (L1 and L2) and building skills which develop autonomy in learning
  • During First Level, learners can begin to engage in resources to support their learning e.g. picture dictionaries, a class word/phrase wall, group word banks (developed by learners) etc.
  • As learners move into Second Level, the expectation is that they should be beginning to develop the skills to use a bilingual dictionary
  • Using a bilingual dictionary can be a means of exploring features of language e.g. nouns, adjectives, verbs etc. and can help to develop learner autonomy in producing language
  • Learners working cooperatively in groups to explore and develop bilingual dictionary use is a supportive yet challenging learning context which can promote depth of learning

Writing & Developing knowledge about language (KaL)

Writing

  • Writing is introduced from First Level and is an opportunity to develop learners’ literacy (L1 and L2), consolidate learning, build confidence, and share learning
  • Writing is an aspect of learning where learners can take time to consider and check their language and can self and peer assess
  • By sharing writing both in and out of school, we can encourage and celebrate learners’ achievements (e.g. whole school events, visually in the school environment, sharing examples of work with parents etc.)
  • Embedding writing in the L2 as a part of all learning from the end of First level or the start of Second level onwards is an effective way of enabling learners to have ownership of their own learning (e.g. own jotter) and to track and reflect upon their own progress
  • As above with the other skills, writing cooperatively can provide a useful support framework which increases challenge, support, and depth of learning
  • Writing can be an effective part of transition and sharing jotters / writing materials with secondary colleagues can provide a useful overview of learning

Developing Knowledge about Language (KaL)

  • Developing Knowledge about Language (KaL) contributes to a structured approach to language learning which builds learner autonomy and the ability to apply language rules (grammar) across languages. As is the case for pronunciation, by exploring and identifying patterns of language throughout learning, we support learners to develop their knowledge of language in context and enable greater depth of learning. A spiral or retrieval approach to learning introduces aspects of grammar explicitly and embeds these structures over time, repeatedly revisiting them across a range of learning contexts. Structures can be modelled repeatedly, with regular opportunities for learners to consolidate learning through talking and writing.  Knowledge about Language grids have been produced by Education Scotland and are available on their 1+2 Languages web pages (see Resources at the bottom of this page)
  • Through listening, talking, writing, and reading learners develop knowledge about language

How are we doing?

  • We have a progressive, embedded and shared approach to developing language learning throughout our school community from P1 to P7.
  • We develop language learning through embedding language in our daily routines, classroom language and whole school life, through regular and timetabled learning and through our wider interdisciplinary learning contexts.
  • Our language learning is engaging, explores intercultural learning and develops a broad range of skills for life and work.

Record your practice

Now you have researched the methodology and best practice in Language Learning: Primary 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: Primary self-evaluation PDF (200 KB)

Education Scotland (2017 ) A 1+2 approach to language learning from Primary 1 onwards, : Education Scotland.

Education Scotland (2004) Curriculum for Excellence: Modern Languages Experiences and Outcomes

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

Education Scotland (2014) Language Learning in Scotland: A 1+2 Approach. Working within the recommendations

Available at: https://education.gov.scot/media/b0mp4qnj/modlang12-working-within-recomm.pdf

Myles, F. (2021) Teaching Languages in Primary Schools: Putting Research into Practice

Available at: https://www.futurelearn.com/courses/teaching-languages-in-primary-schools-putting-research-into-practice

Scottish Government (2012) Language Learning in Scotland: A 1+2 Approach

Available at: https://www.gov.scot/publications/language-learning-scotland-12-approach/

Examples of the 1+2 approach

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

Full suite of language specific support resources for primary teachers

SCILT Primary Resources

This resource will support practitioners at the primary stages with planning and delivering Gaelic Learner Education (GLE) as part of a 1+2 approach to languages. These materials were used at a conference organised by the Scottish Government and the Consortium for GLE.

Conference: Gaelic (Learners) in a 1+2 Approach to Languages

The Barry Jones Archive: Target Language. A booklet which sets out the case for using target language in the classroom and provides practical suggestions on how this can be done effectively to support pupils to make progress in their language learning.

You Speak, They Speak

ACTFL is an individual membership organization of more than 13,000 language educators and administrators from elementary through graduate education, as well as government and industry. It aims to provide vision, leadership and support for quality teaching and learning of languages. This article provides advice, guidance and suggestions for how to use the target language in the classroom.

Facilitate Target Language Use

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

Policy and guidance

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.

Curriculum for Excellence 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

Professional Learning Resources

GTCS approved qualification which can lead to Professional Recognition. The distance learning programme provides an opportunity for teachers to study a language at the same time as pedagogy for language teaching.

OU/SCILT Teachers Learning to Teach Languages (TELT)

The Languages Leadership Programme developed by Education Scotland and SCILT, supports local authorities by building capacity to achieve a sustainable model for leading language learning and teaching for all. Open to those who are interested in developing approaches to language learning and in implementing change in their own contexts, this might include: classroom teachers, principal teachers, heads of department, heads of faculty or languages lead practitioners.

Languages Leadership Programme

SCILT aims to provide high quality professional learning opportunities to support the teaching and learning of languages across all sectors and all parts of the country. They offer a range of formal courses, workshops, bitesize drop in sessions and additional sessions throughout the school year.

SCILT Professional Learning Opportunities

The OU offers a range of language courses for a variety of levels. There are introductory – advanced level courses.

Open University Language Courses

Edinburgh University offers a range of language courses for a variety of levels. There are introductory – advanced level courses.

Edinburgh University Languages for All Courses

An introduction to some key concepts in the effective teaching and learning of languages. MOOC hosted by the University of Southampton and the British Council. Includes an introduction to developing CLIL approaches.

MOOC - Understanding Language: Learning and Teaching

MOOC hosted by University of Essex and University of Southampton which explores progression, approaches and practical ideas for primary language learning and teaching.

MOOC - Teaching Languages in Primary Schools: Putting Research into Practice

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