The introduction of the 1+2 languages policy in Scotland has resulted in languages becoming a core subject in the Broad General Education, from the Primary 1 stage until the end of Secondary 3 (S3). As a result, primary practitioners across Scotland have become responsible for the learning and teaching of languages.
Teacher confidence is identified by Education Scotland as a key to success in the delivery of 1+2 languages. They note:
‘Primary schools need to develop the necessary high level of staff confidence in teaching a modern language to young children. Primary teachers already possess an extensive range of knowledge and understanding of how children learn. They can use their existing skills in the teaching of English, such as the teaching of sound systems, listening and talking skills, and turn taking, as they introduce modern languages.’
(2017, p.1)
However, research has shown that primary practitioners in Scotland lack confidence in teaching languages. A recent study of 38 primary teachers by Valdera-Gil & Crichton (2020, p.461) showed that:
‘Teachers expressed concern about their current level of language, along with fears regarding actually teaching a foreign language in the classroom, particularly in the later years of the primary school where the assumption was that the children’s language competence would be greater.’
In this study, teachers’ main concerns relate to their own linguistic competence, and to pedagogical approaches for teaching a language in the primary classroom. These concerns were mirrored in research with 23 primary teachers conducted in 2018, in which teachers asked for the TILES self-evaluation tool to help to inform their practice in relation to 1+2 languages.
We will briefly outline what research says about expectations for primary teacher language levels, before describing the ways in which we hope the present tool will help to build confidence in your modern language teaching. In terms of language skills, Education Scotland note:
‘Primary teachers do not have to be fluent in the modern language(s) they teach. However, they do need to have enough language and sufficient expertise in using and accessing appropriate resources so that they can include modern language teaching readily in lessons.’ (2017, p.2)
But what does this mean in practice? A study of primary school modern language learning in seven countries in Europe (Enever et al. 2011) showed that primary pupils with an average of one lesson per week typically reach an A1 level in their second language by the end of primary school. Similarly, A1 level is also the aim within the Scottish context (Scottish Government et al. 2012, p.4). Enever et al. (2011) argue that teachers require a minimum level of B1 (lower intermediate) in their modern language to effectively teach the language to A1 level, with level C1 (lower advanced) ‘desirable … for teachers to be fully functional in the informal and incidental language regularly required in the primary classroom’ (Enever et al. 2011, p.26). These classifications of language competence are based on the Common European Framework of Reference for languages (CEFR), and its six levels of language proficiency, shown in the table below. Detailed information on these levels is available here. The section on Professional learning: primary explores ways in which you can effectively develop your modern language skills by means of a positive relationship with the target language and culture, language learning CLPL and professional practice.
| A1 | A2 | B1 | B2 | C1 | C2 |
| Basic user | Independent user | Proficient user | |||
| Breakthrough | Elementary | Threshold | Vantage | Effective Operational Proficiency | Mastery |
Secondary modern languages colleagues have mastery-level language proficiency in their subject, as a result of degree-level study in language and residency abroad. Secondary colleagues are also experts in language pedagogy as a result of their own languages learning experiences, post-graduate level study in language education, and experience in the secondary classroom. However, the introduction of the 1+2 languages policy has also impacted upon professional learning needs for modern language secondary specialists through the expectation that a L2 and a L3 be offered at least to the end of the BGE.
In a review of the implementation of the 1+2 languages policy in 2016, Christie et al. (p.6) suggested that ‘Qualifications and GTCS registration in more than one language for secondary teachers would help to build capacity in Scotland for this policy.’ The section on Professional learning: secondary reflects on the opportunities and challenges of extending your language repertoire through CLPL.
