Languages in primary education

The second and latest interim findings of the DCSF research on language learning at KS2 indicated that 84% of schools were providing primary languages within class time. This has risen from 70% indicated in the 2006 survey findings.

Provision varied across year groups. The findings indicate that 54% of schools were providing languages for all year groups in 2007, compared to 34% in 2006.

Data source:

Primary Modern Foreign Languages: Survey Of National Implementation Of Full Entitlement To Language Learning At Key Stage 2, 2006-2009, is being carried out by the NFER, The National Foundation for Educational Research (commissioned by the DCSF) .

Download the second interim Findings from the 2007 Survey of Primary Schools in England, published on the 26 June 2008.

Download the first interim Findings from the 2006 Survey of Primary Schools in England, published on the 28 June 2007.

In 2006, survey questionnaires were sent to a random sample of 8,000 schools, and a response rate of 48% was achieved. In 2007 a questionnaire was sent to headteachers in all 3,789 schools that had responded to the 2006 survey and acheived a 69% response rate.

In both years, to address the bias of those schools delivering languages being more likely to respond to the survey a representative subsample of 500 schools was selected and responses collected from all of this subsample. (e.g. the 2006 figure of 70% of schools providing languages is based on this subsample, this was 81% in the full responding sample).

See entries listed under current research further down this page for more details of the research.

The 2007 DCSF research on language learning at KS2 found that French was the most common language taught in primary schools in England, followed by Spanish, German and Italian. 89% of all schools providing primary languages offered French, 23% offered Spanish, and 9% offered German. A small number (under 3%) offered Italian, Chinese, Japanese or Urdu.

Earlier DfES research (2004) has indicated that some schools offer more than one language and schools using a language awareness model offered a range of languages.

Data source:

Primary Modern Foreign Languages: Survey Of National Implementation Of Full Entitlement To Language Learning At Key Stage 2, 2006-2009, is being carried out by the NFER, The National Foundation for Educational Research (commissioned by the DCSF) .

Download the second interim Findings from the 2007 Survey of Primary Schools in England, published on the 26 June 2008.

Download the interim Findings from the 2006 Survey of Primary Schools in England, published on the 28 June 2007.

England: There are 17,504 maintained primary schools in England. Click on the link to view the Number of schools in England by local authority (first excel link, table 11).

Northern Ireland: There are 1,098 maintained primary schools in NI

Scotland: There are 2,194 maintained primary schools in Scotland

Wales: There are 1,297 maintained primary schools in Wales. Click on the link to view the Number of schools in Wales by local authority

Data sources:

DfES Schools and pupils in England 2006. The data is taken from the first excel hyperlink, Table 11, which also gives breakdowns by for other sectors of education, total number of pupils and a whole host of other data.

Data for Northern Ireland comes from the Department for Education in NI

Data for Scotland comes from the Scottish Executive

Data for Wales comes from the National Grid for Learning in Wales

Organisation

NFER, The National Foundation for Educational Research (commissioned by the DfES)

Date

Research in progress (Project to run from Sep 2006 to 2009)

Research Aim

The resarch aims to provide a robust analysis of the number of primary schools that offer languages and assess how the target of 100% entitlement to language learning in class time at KS2 by 2010 can best be met.

The project will investigate amongst other things: what languages are offered; models of provision of languages at KS2; amount of class time allocated to languages; arrangements for transition to KS3; and qualifications of language teachers.

Research Design

This project consists of a quantitative survey audit of primary schools over 3 years. A random sample of 8,000 primary schools were selected for the first survey in 2006. A 48% response rate was achieved. Responses from LAs were also sought to inform the research. Qualitative follow-up interviews will also be carried out.

In 2007 a questionnaire was sent to headteachers in all 3,789 schools that had responded to the 2006 survey and acheived a 69% response rate. A questionnaire was also sent ot all LAs which received a 72% response rate.

In both years, to address the bias of those schools delivering languages being more likely to respond to the survey a representative subsample of 500 schools was selected and responses collected from all of this subsample. (e.g. the 2006 figure of 70% of schools providing languages is based on this subsample, this was 81% in the full responding sample).

Key findings

Research in progress. Key interim findings from the 2006 and 2007 surveys indicated that:

• in 2006, 70% of schools were providing primary languages within class time which rose to 84% in 2007.
• Provision across the year groups varied and 34% of schools were providing it for all year groups in 2006 which rose to 54% in the 2007 survey findings.

Download the second interim Findings from the 2007 Survey of Primary Schools in England, published on the 26 June 2008.

Download the first interim Findings from the 2006 Survey of Primary Schools in England, published on the 28 June 2007.

A full report on findings from all three years will be published in spring 2009.

Source report link

See http://www.dfes.gov.uk/research (Project number 2006012)

Organisation

Christ Church University Canterbury, the Open Univesity and the University of Southampton (commissioned by the DfES)

Date

Research in progress (Project to run from Sep 2006 to 2009)

Research Aim

The project will investigate amongst other things: pupil attainment, progression and motivation in languages; the impact of language learning on learning and standards across the curriculum; and progress made in languages as compared to other curriculum subjects.

Research Design

This project consists of a longitudinal investigation of language learning at KS2, involving in-depth quantitative and qualitative work to track pupils and teachers over 3 years in a range of case study schools.

Key findings

Research in progress.

Download the interim Findings from the first year, Language learning at KS2: A longitudinal study, published on the 28 June 2007.

Source report link

See http://www.dfes.gov.uk/research (Project number 2006013)

Organisation

University of Warwick, Centre for Educational Development, Appraisal and Research, CEDAR (commissioned by the DfES)

Date

October 2005 (publication date)

Research Aim

A two year evaluation of the Primary Languages Pathfinder programme. The aim was to contrast and compare different models so that the relative strengths and also any limitations of each model could be identified. 19 Local Authority Pathfinders were established to run from September 2003 to July 2005.

Research Design

A mixed method research design was used comprising desk research, telephone interviews with key Pathfinder LA staff, a cost analysis of different models, 8 in-depth case studies and a survey questionnaire sent to 500 schools (207 responses received).

Key findings

Some of the key recommendations that came out of the research included:

• Encouraging schools to draw up a clear policy document for Primary Langauges
• Collaborating with others to devise schemes of work
• Providing CPD for a range of needs: primary teachers; FLAs; natice speakers; HLTAs; secondary teachers
• Facilitating primary and secondary schools to work in clusters and build up networks
• Appointing of primary language advisors within LAs to co-ordinate training and resources

Key findings were reported on each of the following aspects of performance in the Pathfinder LAs: Content and delivery; teacher competence; progression and assessment; transition and transfer; sustainability and replicability; and cost analysis.

Source report link

Research summary: http://www.dfes.gov.uk/research/data/uploadfiles/RB692.pdf

Research report: http://www.dfes.gov.uk/research/data/uploadfiles/RR692.pdf

Organisation

The Ofsted for Standards in Education, Ofsted

Date

July 2005 (publication date)

Research Aim

In September 2003 the government funded 19 Pathfinders (partnerships between local education authorities, schools and other key partners) to develop ways of teaching languages in primary schools (PMFL), as part of its strategy for introducing them into primary schools by 2010. Ofsted inspected 10 of the
Pathfinders in 2004.

Research Design

Ofsted inspections of schools in 10 out of the 19 Language Learning Pathfinder Local Authorities.

Key findings

In almost all of the primary schools visited, modern languages provision was at least satisfactory and often better. The quality was related directly to the leadership and management of the Pathfinder LEA. The most effective Pathfinders included the initiative in the LEA’s development plan and ensured effective communication with all partners.

The report includes recommendations for planning and development for LEAs, primary schools and secondary schools separately and by working together.

An annex includes suggested tools for self-evaluation by local
education authorities (LEA), primary and secondary schools.

Source report link

Research report: http://www.ofsted.gov.uk/assets/3948.pdf

Organisation

Christ Church University Canterbury, King's College London and Manchester Metropolitan University (commissioned by the DfES)

Date

September 2004 (publication date)

Research Aim

To asses the extent and nature of primary foreign language learning. Three further aims were to assess the effectiveness of different types of delivery, the variability of procedures for transition from KS2 to KS3, and evidence of teachers' qualifications and experience and their training needs.

Research Design

Quantitative data: Survey questionnaires were sent out (number of responses received in brackets) to primary schools (2966), primary teachers (2825), secondary schools (182) and Local Authorities (113).

Qualitative data: Discussion forums were held with a range of key stakeholders including KS2 and KS3 pupils, primary headteachers, primary MFL teachers, secondary MFL teachers, parents and governors. 15 cases tudy schools were selected to exemplify good practice.

Key findings

• The research found that 44% of all schools were teaching languages at KS2. 35% of the schools were doing this inside curriculum time.
• French was the most widely taught language followed by Spanish and then German. Some schools (8%) offered more than one language and schools using a language awareness model offered a range of languages.
• Provisoin varied across the year groups of KS2 and in general, the older the age group the more likely they were to be taught languages in curriculum time.
• The amount of time devoted to languages varied widely, although most commonly schools provided 20-30 minute lessons weekly.

Findings were reported on each of the key areas under investigation including the aims of teaching PMFL, time allocations for provision, transition, staffing, training, funding and inclusion.

Source report link

Research summary: http://www.dfes.gov.uk/research/data/uploadfiles/RB572.pdf

Research report: http://www.dfes.gov.uk/research/data/uploadfiles/RR572.pdf