Mindset and language learning
A positive relationship with language learning is at the heart of the 1+2 Languages policy. By modelling and promoting this mindset, practitioners can have a direct impact on creating enjoyable, engaging, and motivating language learning experiences for children and young people. Although this can be challenging for primary teachers if they do not have an existing foundation in the second language,practitioners have a lot to gain both professionally and personally by engaging with language learning.
Some key considerations for developing a positive approach to language learning are provided below:
- Approaching language learning with a positive mindset is key. Taking a proactive approach to developing language skills helps us to learn more effectively and models a positive attitude for learners.
- As primary practitioners, we can make a large impact with a little language. By modelling positive engagement with the learning process, sharing responsibility for leading learning with young people and by celebrating successes, we can create a learning experience which is meaningful for all.
Language learning is an entitlement for all learners throughout the BGE. All practitioners thus have a responsibility to ensure this entitlement is delivered.
By applying the principles of equity and inclusion for language learning, we ensure that all learners have access to relevant and motivating language learning opportunities which can be life-enhancing. Language learning teaches us about other language structures and cultures, about how we learn, and it can bring us new, interesting, and challenging experiences.
Practitioners’ mindsets when teaching languages can be shaped by their own previous language learning experiences. For example, whether their language learning experiences have been enjoyable, relevant, and engaging, and the degree to which they felt a sense of progression and success. For practitioners who lack skills or confidence in modern languages, engaging with other cultures in the first instance and developing language learning as a process over time can support initial engagement. It is key that practitioners who feel disengaged in language learning undertake appropriate professional learning as part of their own professional development.This can be transformative in terms of both language skills, and attitudes and mindsets, which in turn, can transform the opportunities we provide for our learners.
The framework below provides some possible considerations for getting started with language learning:
- Start with culture(s): begin to learn about a country or countries where the language you are learning is spoken. What aspects of other cultures are you familiar with? What would you like to know more about?
- Think about what you would like to gain both professionally and personally from your language learning experience. For example, would you like to feel confident in using a language other than English in your class, or support your learners to develop the skills to communicate with confidence in another language?
- Consider the impact on learners of learning additional languages – what is the impact on their life skills, employability, global citizenship, and attainment from engaging with language learning from an early age?
- Explore key features of the language you are learning e.g. what makes it special or different, where is it spoken and how does it relate to other languages we speak.
- Consider what strategies you already use to support language learning in your classroom – how do you support learners who are new to learning your school’s main language of teaching and learning (e.g. English in English-medium education or Gaelic in Gaelic-medium education)? What strategies do you employ to support their literacy development? How could these be applied or adapted to your own language learning?
- Reflect upon your wider planning and consider how language learning can bring additionality in terms of experiences and outcomes. How can this enhance your practice? What is the potential impact on your learners?
- Explore the resources you have available to support your learning e.g. local authority support resources, professional learning opportunities, national institutes (e.g. Goethe Institute, Institut français, Bòrd na Gàidhlig or Consejería de Educación de España etc.), fluent speakers (e.g. university students, British Council Language Assistants) and parent volunteers.
- Engage with the support available in your own school and local authority e.g. lead teacher support, sharing learning and approaches with other practitioners, discussing your professional learning needs with school leaders, or contacting local authority officers for advice and support.
- Discuss and share the learning process with learners – for example, exploring with them what might help in developing skills and strategies and looking for opportunities for learners to lead the learning (e.g. learners could explore a theme or language structure and share this with others).