Modern languages in the primary school in Spain and Scotland

Tierney, Daniel and Alonso-Nieto, Laly (2001) Modern languages in the

primary school in Spain and Scotland. Vida Hispa?nica, 23. pp. 9-12.

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Vida Hispdnica,

Spring

200/, No 23, 9-/2

:t :tl ir 11 !)ll

d L

Modern

languages

in the

primary

school

in Spain

and

Scotland

Daniel

Tierney

The

University

of Strathclyde,

Glasgow

Laly

Alonso-Nieto

C , E . P .

l . G a l l e g o

G o r r i a

I N T R O D U C T I O N

This article reports the outcomes of study visits t o S p a i n in J u n e 1 9 9 8 a n d J u n e 1 9 9 9 to c o n s i d e r early language learning. The Basque Country was c h o s e n b e c a u s e o f i t s l i n g u i s t i c d i v e r s i t y in t h a t there could be lessons to be learned for parts of Scotland where a language other than English is also the mother tonglre. It also has autonomy in Education and would therefore differ from the s i t u a t i o n in w h a t w a s f o r m e r l y k n o w n a s e / territorio MEC, namely, those parts of Spain which c a m e u n d e r th e j u r i s d i c t i o n o f t h e M i n i s t r y o f Education in Madrid. The situation in the former territorio MEC would fbrm the second part of the s t u d y v i s i t i n 1 9 9 8 w h e n s c h o o l s a n d o t h e r e s t a b l i s h m e n t s i n t h e S p a n i s h c a p i t a l w o u l d b e v i s i t e d a n d i n 1 9 9 9 w h e n e s t a b l i s h m e n t s i n A s t u r i a s w o u l d b e v i s i t e d .

During the visits there was the opportunity to m e e t b o t h p r i r n a r y a n d s e c o n d a r y te a c h e r s , h e a d t e a c h e r s a n d s o m e o f t h o s e re s p o n s i b l e f o r early language learning in Bilbao and Madrid and A s t u r i a s . W e w e r e a b l e t o o b s e r v e c l a s s e s in Bif bao, Larrabelzu, San Sebastidn, Irirn, Giion and G r e a t e r M a d r i d .

THE RECENT

HISTORICAL

CONTEXT

T h i s a r t i c l e w i l l n o t r e t u r n t o p r e v i o u s a t t e m p t s t o introduce a foreign language at an earlier age, most n o t a b l y t h o s e o f t h e 1 9 6 0 s , b u t w i l l l i m i t i t s e l f to t h e p r e s e n t a t t e m p t s t o i n t r o d u c e a f o r e i g n language into the prirnary curriculum.

In Scotland a national pilot project was started i n 1 9 8 9 f o l l o w i n g a n a n n o u n c e m e n t b y t h e Secretary of State in which it was stated:

He is an-are that early erperiments in this.field were not a success and he considers that a hetter outcome ma)) be achieved v:ith more c a r e . f u l p l a n n i n g , a n a d e q u a t e s u p p l v o . f t r a i n e d t e a c ' h e r s a n d a p p r o p r i a t e l e v e l o f resoLrrces committed to the proiect.

( S c o t t i s h O f f i c e E d u c a t i o n a n d I n d u s t r y Department, 1989)

This involved some 72 primary schools associated w i t h l 2 s e c o n d a r y s c h o o l s . T h e s e s c h o o l s included rural and urban areas. affluent suburbs and deprived areas. At the same time a number of regional projects were initiated by local authorities. In Spain, in the 1980s, there were a number of pilot programmes in different parts of the country, a s i t u a t i o n a k i n t o w h a t i s p r e s e n t l y t h e c a s e e l s e w h e r e i n t h e U n i t e d K i n g d o m . I n t h e c a s e o f t h e B a s q u e C o u n t r y , f o r e x a m p l e , th e B a s q u e E d u c a t i o n D e p a r t m e n t i n i t i a t e d a p i l o t i n 1 9 8 8 - 8 9 involving a number of schools of different types and with different starting points. There was no national programme at this point.

T h e p u p i l s

ln Scotland it was agreed to start with the final year of primary school before extending it to the penultimate year. However, rural schools and multi s t a g e c l a s s e s w o u l d s e e s o m e e x p e r i m e n t a t r o n from Year I upwards.

I n S p a i n , a t t h a t s t a g e o f d e v e l o p m e n t , t h e starting age varied in different parts ofthe country. I n s o m e c a s e s s c h o o l s w o u l d b e g i n w i t h p u p i l s aged 10, others aged 8 and there were a few isolated p i l o t s w i t h a n e v e n e a r l i e r s t a r t . T h e B a s q u e Country pilot meant some schools starting in year 3 (aged 8) and others in year 5 (aged l0).

T h e t e a c h e r s

l n t h e n a t i o n a l p i l o t i n S c o t l a n d 1 l o f t h e l 2 p r o j e c t s i n v o l v e d a v i s i t i n g s p e c i a l i s t t e a c h e r f r o m t h e s e c o n d a r y s c h o o l t e a c h i n g t h e l a n g u a g e alongside a primary colleague. The latter would have responsibility for consolidating the foreign language work between specialist visits. One of the projects, Dumfries and Galloway, adopted a d i f f e r e n t m o d e l w h e r e b y t h e p r i m a r y t e a c h e r s would be given some language training and would g r a d u a l l y t a k e r e s p o n s i b i l i t y fo r l a n g u a g e

" l n t h e

n a t i o n a l

p i l o t i n

S c o t l a n d

1 1 o f t h e

1 2

projects

i n v o l v e d

a v i s i t i n g

s p e c i a l i s t

t e a c h e r

f r o m t h e

secondary

s c h o o l

t e a c h i n g

t h e

l a n g u a g e

a l o n g s i d e

a p r i m a r y

c o l l e a g u e "

D T I E R N E Y A N D L A T O N S O - N I E T O

" T h e Scots

h a v e t h e

s i m i l a r a i m

of

i n c r e a s i n g

t h e n u m b e r

of years of

s t u d y o f t h e

s a m e

l a n g u a g e

w i t h a v i e w

to

d e v e l o p i n g

t h e c h i l d ' s

competence

i n t h a t

l a n g u a g e "

t e a c h i n g s u p p o r t e d b y a t e a m o f t r a i n e r s w h o would visit the primary schools involved. Spain would use primary teachers who had specialised in language as part of their initial training. These t e a c h e r s w e r e a l s o g i v e n s o m e l a n g u a g e a n d overall training in methodology to teach at earlier s t a g e s .

THE EXTENSION

PHASE

I n S c o t l a n d , th e g o v e r n m e n t , e n c o u r a g e d a n d informed by the successful pilot projects, wished t o m o v e f u r t h e r . T h u s i n J a n u a r y 1 9 9 3 , t h e Minister announced that:

B u i l d i n g o n t h e s e f o u n d a t i o n s , w e n o v ) p r o p o : t e t h a t a l l S c o t t i s h p r i m u r y s c h o o l s should olJbr teaching in a modern European l a n g u a g e : F r e n c h , G e r m a n , S p a n i s h o r Italian. I intend that SOEID. in consultatton with other interested parties, should devise a n i m p l e m e n t a t i o n s t r a t e g y , i n c l u d i n g training arrangements, which would hring to l a r g e r n u m b e r s o J ' p r i m a r y t e a c h e r s t h e l i n g t t i s t i c s k i l l s t h e y n e e d t o i n t r o d u c e a modern language into the primary curriculum. ( S c o t t i s h O f f i c e E d u c a t i o n a n d I n d u s t r y Department, 1993)

The primary teachers would be given a programme of language training with the first phase of training b e g i n n i n g i n N o v e m b e r 1 9 9 3 .

In Spain the reform of the education system T h e L e y d e O r d e n a c i 6 n G e n e r a l d e l S i s t e m a Educativo (LOGSE) introduced in 1990 meant the general extension of primary languages to all pupils aged 8 and over. It also meant that secondary school curricula had to change and assumed the w o r k d o n e a t p r i m a r y . E n g l i s h p r o g r a m m e s a t s e c o n d a r y l e v e l c h a n g e d a n d t r a n s i t i o n i n t o secondary was thus facilitated. Since then there h a v e a l s o b e e n f u r t h e r p i l o t s . I n t h e f o r m e r territorio MEC, for example, 43 primary schools (including 2 in Asturias) have been involved in a pilot in collaboration with the British Council to introduce English to younger pupils. The Basque G o v e r n m e n t a l s o i n t r o d u c e d a p i l o t p r o j e c t i n S e p t e m b e r 1 9 9 6 i n v o l v i n g 2 0 s c h o o l s . A l l 2 0 schools had to be Basque immersion models and t h e r e f o r e m o s t c h i l d r e n i n v o l v e d w e r e a l r e a d y B a s q u e / S p a n i s h b i l i n g u a l . T h e s e p i l o t s a r e developed further later in this article.

W h i c h l a n g u a g e s ?

As in the pilot, the Scottish Office Education and Industry Department (SOEfD) decided to proceed with either French or Cerman or Italian or Spanish in primary schools. Perhaps inevitably, French would dominate. In the second year of training. for example, there were 605 volunteers for French compared to 180 for German, l9 for ltalian and 28 for Spanish. However, there would be parts of the country where the other language would be taught i n b o t h t h e p r i m a r i e s a n d t h e a s s o c i a t e d

secondary. This was an important point. One of the key factors in deciding which language was to be taught in the primary school was the potential for the pupil to continue with that language in the a s s o c i a t e d s e c o n d a r y s c h o o l . E a c h p r i m a r y school could decide which language(s) to offer b u t i t w o u l d n o t b e p o s s i b l e t o v o l u n t e e r f o r t r a i n i n g i n I t a l i a n i f t h e a s s o c i a t e d s e c o n d a r y taught French or German.

I n S p a i n , a l t h o u g h th e r e h a v e b e e n s o m e i n s t a n c e s o f o t h e r l a n g u a g e s b e i n g t a u g h t i n primary schools, almost all schools teach English. T h u s , t h e c o n t i n u i t y o f l a n g u a g e p r o b l e m d o e s not occur in most areas of Spain. The dominance o f E n g l i s h w a s c l e a r l y e v i d e n t w h e n a n E n g l i s h lesson in a primary school was observed in Inin w i t h i n s i g h t o f t h e F r e n c h b o r d e r . H o w e v e r , a t s e c o n d a r y l e v e l t h e y h a v e t o c o n t i n u e w i t h t h e first FL but may opt for a second.

L a n g u a g e a w a r e n e s s o r l i n g u i s t i c c o m p e t e n c e T h e S p a n i s h h a v e o p t e d f o r d e v e l o p m e n t o f l i n g u i s t i c c o m p e t e n c e r a t h e r t h a n l a n g u a g e a w a r e n e s s .

The Scots have the similar aim of increasing the number of years of study of the same language with a view to developing the child's competence in that language. What was apparent was that there w a s g r e a t e r a t t e n t i o n p a i d i n S p a i n t o c u l t u r a l a w a r e n e s s t h a n i s e v i d e n t f r o m t h e S c o t t i s h project.

Which age group?

In Spain the general pattern now is for all pupils a g e d e i g h t t o b e g i n t h e s t u d y o f a l a n g u a g e . However, there have been additional significant p i l o t s . T h e e x - t e r r i t o r i o M E C l B r i t i s h C o u n c i l pilot has seen the introduction of English to pupils from the age of3 in some ofthe 43 chosen schools. In the Grj6n school, for example, the 3 to 4 year olds received 45 minutes daily. The 5 to 6 year olds received an hour every day and the 8 year olds received 3 hours in addition to time given as a result of the LOGSE. 80% of Asturian primary schools now offer some English in nurseries due mainly to parental demand.

The Basque pilot gave the following 3 options: a) Introducci6n precoz de la lengua extraniera,

en el tramo de 4 a 8 aiios.

b) Enseiianza de contenidos en lengua extranjera, en el tramo de B a l2 uiios. Esto supone que, ademas de las horas reglamentarias de lengua extraniera, se impartan ciertos contenidos de una o varias asignaturas en la citada lengua. c) Enserianza de contenidos en lengua extraniera, en el tramo de 12 a 16 aiios. Esto supone que ademas de las horas reglamentarias de lengua extranjera, se impartan ciertos contenidos de una o varias asignaturas en la citada lengua. (Basque Ministry for Education, 1996) Thirteen of the chosen centres opted for the 4-8 years old project with 3 opting for additional ttme f o r 8 - 1 2 y e a r o l d s . F o u r c e n t r e s o p t e d f o r

MODERN LANGUAGES IN THE PRIMARY SCHOOL IN SPAIN AND SCOTLAND

a d d i t i o n a l t i m e f o r 1 2 - 1 6 y e a r o l d s .

In June 1999 the Spanish MEC website signalled an intention to start at an earlier stage than age 8:

Reforzar la enseiianza del ingl6s en educaci6n primaria con vistas a su inicio en una etapa mds precoz que lu establecida actualmente, c o n s u a m p l i a c i 6 n a l p r i m e r c i c l o d e educacion primaria o, incluso a la Educaci6n In/hntil. (Ministry of Education, 1999)

This is stated as a result of the increasing demand w i t h 3 6 , 9 9 2 p u p i l s r e c e i v i n g F L t e a c h i n g b e l o w age 8 in the year 1996197. The vast majority of these (98.38%) were taught English ".seguidos a g r a n d i s t a n c i a p o r e l " F r a n c ' e s " y e l

" _{P o r t u g u t s} " .

( M i n i s t r y o f E d u c a t i o n , 1 9 9 9 ) In Scotland the extension model continues with the final two years pattern established in the pilot. There may be variations as stated in Advice for S c h o o l s 1 9 9 5 .

Stages at which the .fbreign language is to be t a u g h t

T h e M L P S p r o g r a m m e i s b a s e d o n t h e understanding that a foreign language will be introduced into the curriculum of pupils at P6 and P7.

The position is however complicated by two Jactors:

. t h e Jact that some o.f'the FL-trained teachers will be the classteacher of pupils at an earlier stage; and

. the existence oJ' composite classes i n v o l v i n g P 6 o r P 7 p u p i l s , t o g e t h e r w i t h pupils Jiom P5 or, in the case of multi-stage composites, n-ith younger pupils.

In the first case, the FL-trained teacher might w i s h t o i n t r o d L t c e , a t a n a p p r o p r i a t e opportunity, a song or a game in the foreign language to these younger pupils, Jbr example i n a t o p i c l o o k i n g a t t h e c e l e b r a t i o n o f Christmas in other coutrtries. The training programme has not however had the intention o/ providing sufJicient trained teachers for the .fbrmal FL programme to be extended beyond P 6 a n d P 7 , a n d t h e i n t r o d u c t i o n o f s o m e elements of a foreign language to classes at P5 and below are likely to be the exception. ( S c o t t i s h O f f i c e f o r E d u c a t i o n a n d I n d u s t r y D e p a r t m e n t , 1 9 9 5 , l 8 - 2 0 )

The teachers

As stated earlier Scotland embarked on a training programme for primary teachers. The role of the secondary specialist teaching in the pilot primary schools would be gradually reduced as the primary t e a c h e r s g a i n e d l i n g u i s t i c c o n f i d e n c e a n d competence. The other schools would come on b o a r d i n c l u s t e r g r o u p s t h r o u g h a p h a s e d p r o g r a m m e o f t r a i n i n g . I n S p a i n t h e p r i m a r y l a n g u a g e t e a c h e r s c o n t i n u e d t h e i r i n v o l v e m e n t . In addition, the British Council introduced native speaker trained primary teachers from the UK into t h e i r 4 3 p i l o t s c h o o l s .

Los profesores del programa son todos de

n a c i o n a l i d a d b r i t d n i c a c o n t I t t r l o s e q u i v a l e n t e s a l d e m a g i s t e r i o y c o n v a r i o s afios de experiencia enseiando el inglts como u n a l e n g u a e x t r a n j e r a . A l g u n o s s e h a n desplazado de Gran Bretaiia a Espaiia para participar en el programa mientras que otros ya vivian aqul. (Ciudad Lineal, 1997)

I n t h e c a s e o f t h e B a s q u e C o u n t r y a l l p r i m a r y t e a c h e r s a r e c u r r e n t c i v i I s e r v a n t s w h o v o l u n t e e r e d a n d r e c e i v e d s p e c i f i c tr a i n i n g a n d support to teach their age groups.

T h e t r a i n i n g

In Scotland, a national training programme was devised based on a series of competences which had been identified. These competences include such aspects as: the language for self; descriptive l a n g u a g e ; f o r t h e c l a s s r o o m , e . g . d a i l y r o u t i n e ; organising activities; for basic art and craft; PE a c t i v i t i e s ; fo r g a m e s , s o n g s , s t o r i e s a n d s o o n . The training programme lasts 27 days ( 160 hours) s p r e a d th r o u g h o u t t h e y e a r . S u p p l y c o v e r i s p r o v i d e d a n d t h e v o l u n t e e r t e a c h e r s a t t e n d courses during the school day. The major focus o f t h e t r a i n i n g is t h e d e v e l o p m e n t o f l i n g u i s t i c competence for specific purposes. lt is not the i n t e n t i o n t o p r o d u c e s p e c i a l i s t li n g u i s t s b u t i n s t e a d to g i v e t h e p r i m a r y t e a c h e r s s u f f i c i e n t linguistic competence within specific areas. The o t h e r m a i n a i m o f t h e t r a i n i n g i s t o i n c r e a s e teachers' awareness of appropriate methodology for teaching a language to primary age children.

T h e p r o g r a m m e i s d e s i g n e d t o g i v e t h e primary teacher suJficiently high levels oJ'

knowledge and skills to operate in defined contexts. It will provide opportunities to develop grammatical accuracy ahd a good accent. The linguistic competence will enable the teacher to introduce the .foreign language n a t u r a l l y a n d c o n f i d e n t l v i n t o t h e d a i l y rhythm rsf the primary classroom and develop it./rom within suitable contexts in the primary c u r r i c u l u m . T h e p r o g r a m m e w i l l p r o v i d e p r i m a r y t e a c h e r s w i t h o p p o r t u n i t i e s t o develop their awareness oJ'the appropriate methodology in teaching a Joreign language t o y o u n g l e a r n e r s . ( S c o t t i s h O f f i c e f o r Education and Industry. 1993)

Residence abroad is not built in to the Scottish p r o g r a m m e a n d d e p e n d s o n l o c a l a u t h o r i t y arrangements and Lingua funding.

I n S p a i n tr a i n i n g t a k e s p l a c e a t p r e - s e r v i c e . There is a minimum of 3 hours per week during all 3 years atthe Escuela de Magisterio. The training develops all four skills and also has theoretical components. Normally only French or English are available as foreign languages during pre-service. Residence abroad is not built into the training but a high percentage of Spanish nationals do some residence in the foreign country. In the Basque C o u n t r y t h e r e i s a l s o i n - s e r v i c e tr a i n i n g f o r teachers involved in the pilot projects. It includes

" T h e

m a j o r

focus of

t h e

t r a i n i n g is

t h e

d e v e l o p

-m e n t o f

l i n g u i s t i c

corn@nce

for

specific

purposes"

D TIERNEY AND LA L O N S O - N I E T O

annual periods of residence abroad and regular seminars. Supply cover is provided.

The pre-service position in Scotland is patchy with each institution offering different provision. To address this the Guidelines from SOEID state:

New teachers with the interest and aptitttde shottld have been trained in the knowledge, u n d e r s t a n d i n g a n d s k i l l s r e q u i r e d t o t e a c h m o d e r n l a n g u a g e s in t h e p r i m a r y s c h o o l . ( S c o t t i s h O f f i c e E d u c a t i o n a n d I n d u s t r y Department, 1998)

At the time of writing a Ministerial Action Group on Languages has received a written report on pre-service provision from one of the authors and will shortly be making recommendations to the Scottish Education Minister.

I n t h e c l a s s r o o m

The amount of time devoted to the teaching of s e c o n d la n g u a g e i n S p a n i s h s c h o o l s i s v a r i a b l e . In some cases it can be quite extensive. ln one of the British Council project schools visited the 3-year-olds were being given 3 half hour blocks per day. Given that one can also add a lot of incidental language ("Hello children", "Take offyour anoraks please", "Sit down on the mat" etc. etc.) the time d e v o t e d is s i g n i f i c a n t in d e e d . L i k e w i s e , t h e B a s q u e p i l o t a l s o d e v o t e s c o n s i d e r a b l e t i m e . English is initially taught for 2 hours per week in 30 minute blocks and this is gradually increased to five blocks of 45 minutes duration.

In Scotland the time devoted could vary from 30 minutes to 140 minutes per week in the forty-one schools visited by 1995. To address this the d o c u m e n t A d v i c e f o r S c h o o l s 1 9 9 5 m a d e t h e following statement:

In those classes n-here the class teacher is the F L t r a i n e d t e a c h e r t h e o p p o r t u n i t i e s for incidental use of the FL in the daily work ol the class will increase the exposure to the foreign language; in those classes where the FL is being taLtght by a teacher other than the classteacher such /lexibility v,ill not be readill: available. Experience during phase I w-oukl seem to shov, that around 60 minutes FL teaching per week is most common, with s c h o o l s e i t h e r a l l o c a t i n g t w o x 3 0 m i n u t e b l o c k s p e r w e e k o r a s i n g l e b l o c k o f 6 0 m i n u t e s . I t * - i l l h e i m p o r t a n t t h a t t h e timetabled time availahle to all pupils at a particular stage is approximatell, the same, s o t h a t l e a r n i n g o u t c o m e s m a y b e b r o a d l , v s i m i l a r /br all pupils. (Scottish Office for Education and Industry Department, 1995, 18-20)

In Scotland there is no national material for use in the classroom. It is true that a lot of the training m a t e r i a l s c a n b e r e - u s e d w i t h t h e c h i l d r e n e . g . g a m e s , s o n g s , c o m p t i n e s , s t o r i e s e t c . I t i s a l s o the case that there is no recognised commercial c o u r s e w h i c h i s w i d e l y u s e d , p r o b a b l y b e c a u s e not many exist, while the larger market elsewhere in the UK does not yet exist. The teachers are

able to make use of local authority materials in some instances but many also adapt ideas used in mother tongue teaching of infants.

In Spain, there are materials which have been c r e a t e d b y l o c a l a u t h o r i t i e s . ln t h e c a s e o f t h e Basque pilot, for example, coordinators deliver the material almost completely prepared. Thus, the t e a c h e r s w i l l r e c e i v e c o p i e s o f s t o r i e s i n E n g l i s h w i t h c a s s e t t e s a n d a s e r i e s o f r e l a t e d a c t i v i t i e s .

In the case of the British Council. the native teachers bring with them a wealth of experience and resources for teaching very young children. I n b o t h c a s e s , t h e t e a c h e r h a s t h e l i n g u i s t i c c o m p e t e n c e t o a d a p t a n d m o d i f y t h e m a t e r i a l . U n l i k e in s o m e c o u n t r i e s , i t i s n o t a q u e s t i o n o f a resource-led programme where the teachers have v a r i a b l e l i n g u i s t i c c o m p e t e n c e b u t a r e s i m p l y r e q u i r e d t o d e l i v e r a n a g r e e d p r o g r a m m e o f r e s o u r c e s .

ln addition to local authority rnaterials there are, of course, many commercial materials existing for the teaching of English. The teacher in Spatn has a much wider range of resources available from which to select.

C O N C L U S I O N

Both Spain and Scotland had different kinds of p i l o t s . B o t h c o u n t r i e s w e n t o n t o e x t e n d t h e provision of languages to younger pupils. Both have the same aim: the development of linguistic c o m p e t e n c e . H o w e v e r , th e S p a n i s h h a v e b e e n more ambitious. Their general starting age is 8, they have extended their pilots and the teaching of infants is much more widespread.

The Spanish have obviously gone mainly for o n e l a n g u a g e a n d t h e y h a v e a l a r g e p o o l o f t e a c h e r s b e c a u s e o f p r e - s e r v i c e t r a i n i n g . M e t h o d o l o g y is s i m i l a r i n b o t h c o u n t r i e s w i t h p u p i l s a g e d e i g h t a n d a b o v e . H o w e v e r , it i s obviously different with the pupils aged 3 or 4.

The timeframe is also more extensive in Sparn. It is true that the pilots for pupils below eight have n o t b e e n " g e n e r a l i s e d " a c r o s s S p a i n . Nevertheless, one could not help but be struck by the listening abilities of these younger pupils and their comfort in the language. Developments there w i l l b e o f i n t e r e s t to a l l i n v o l v e d w i t h e a r l y l a n g u a g e l e a r n i n g .

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(1993\ lnmilttction to tlie National Training Prograntnte