2.3 Approaches to English teaching at primary level

The different comments belong to either formal/traditional approaches to language teachingor theories of language acquisition and learning.

The three comments which belong to the category of formal/traditional approaches to language teaching are discussed below.

Formal/traditional comment #1

"It increases the overall quantity of language input (structures and vocabulary) given in schools."

This implies that the more time spent on language learning in schools, the more language will be learnt. As we all know, it is the quality, and not the quantity, of the teaching and learning that is more meaningful.

Formal/traditional comment #2

"It must be beneficial for the learners to spend a longer amount of time learning the grammatical rules of a foreign language."

This implies that the main focus of language learning is on the grammar.

In the primary classroom, the focus should be on communication, play and enjoyment. Apart from anything else, learners at this age don’t process language rules in the same way that older learners do. Or, as some experts in young learners say:

"Primary school language learning should promote the formation of a positive attitude to language learning in general. It should form a good basis for secondary school studies, but not ape the style of learning that may later be imposed. Rigorous grammatical analysis does not seem to be appropriate to this age group, though discovery of rules may be a useful pay-off of pleasant informal activities."

Brumfit, C., Moon, J. and Tongue, R. (1996) Teaching English to Children - from practice to principle. England: Longman, p35

Formal/traditional comment #3

"In order to discipline the children and prepare them for the intensive second language training they will be receiving from 6th grade onwards."

This suggests that, although they will have been introduced to a lot of English by 6th grade, the same language will be repeated, only more intensively. This is not very motivating! Or as some other primary experts say:

"The most serious miscalculation which can be made when organising foreign language teaching in primary schools is to seek to make significant savings in time and to imagine, for example, that by starting the teaching two years before entry into secondary school, the pupils will have learnt the contents of the first year teaching program at secondary school, taking into account the fact that not so many periods are available in the primary school timetable.

"This can lead to a temptation to base the two years of teaching on a textbook or program used in the first year at secondary school. Such a course of action is doubly dangerous because it fails to take into account not only the fact that the learning strategies and interests of children under eleven are different from those of older children in the first years of secondary school, but also the fact that the rate of progress is different.

"Foreign language learning in primary school should always be seen as a satisfying experience in a relaxed atmosphere and not as a race against the clock."

Brewster, J., Ellis, G. and Girard, D. (1992) The Primary English Teacher's Guide. England: Penguin Books, pp52-53

The other nine reasons support current language acquisition and learning theories. These theories focus on the overall needs of the young learner and suggest that:

• children should work on activities that have a practical educational value

• children should be motivated and interested in what they are studying

• children should be introduced to a wide range of natural English which is meaningful and understandable, because the activities are meaningful and understandable

• children should be taught in English

• children should not be introduced to English through a pre-arranged sequence of grammatical structures or functions

• the learning focuses on the individual child and their world: each child should be allowed to learn in their own time and in their own way.