Modern Languages Curriculum

Introduction
Learning another language at an early age is often seen as the most effective way of enabling one to see the world through the eyes of others. The year 2001, was officially designated by the EU as the ‘European Year of Languages’, years later the need for children to learn new languages has never been greater.

This curriculum sets out the objectives and guidelines which inform the modern languages programme currently being implemented in the Preparatory Department. We hope you will find it informative and helpful.

1. Communicative Approach
   The modern languages curriculum envisages a communicative approach which will enable the child to use the language learnt in a number of contexts. The emphasis is on the development of the four language skills – listening, speaking, reading and writing.
   
   The development of the child’s listening skills is vital to the successful acquisition of language. The benefit of exposure to the sound of the ‘new’ language, its correct pronunciation and sentence structure cannot be overemphasised. Thus the target language should be the preferred means of communication in the classroom.
   
   This language-learning experience must be positive and enjoyable. In a stimulating environment, the child will be encouraged to take part in many different language activities. Role-playing, word games, card games, puppets, songs, rhymes, tongue-twisters and simple story-telling in the target language are very effective means of facilitating learning. They develop the skills of comparing and contrasting, interpreting and understanding, and memorising and listening for particular sounds.
   
   
   
2. Topics
   This language programme covers seven vital years in a child's development and must take account of the emotional and intellectual changes that occur within that period. The child's age, interest level and social interactivity have to be the guiding factors. Appropriately chosen activities should provide the motivation to learn and thus facilitate language acquisition.
   
   The topics covered should be relevant to the child and reflect his or her interests and experience. They should be set in realistic contexts in which the child is required to interact with others in the target language.
   
   It is useful to divide the seven years spent on learning the new language into four main units.
   
   The first two years (K2 and P1) consist of a programme where the emphasis is on listening and speaking. Constant exposure to the new sounds helps the ear and tongue to become familiar with the new language. Imitation and copying skills are especially strong among the very young and should assist them to acquire good authentic accents. The emphasis is on correct pronunciation and reproduction of sounds and phrases by means of songs, rhymes, contrasting sound patterns and simple role-playing.
   
   The topics covered reflect the child's social and intellectual development

Topics: K2 and P1

• Simple greetings
• Numbers (1-20)
• Age
• Alphabet
• Colours Very basic
• Family vocabulary
• Animals
• Parts of the body
• School
• Simple classroom instructions
• Naming things

Successful language learning can only occur within a carefully tailored programme where previously introduced topics are continuously reinforced and consolidated. Constant revision of basic vocabulary and phrases is an integral part of the whole programme. The addition of new topics and vocabulary, phrases and structures can be more easily achieved within such a framework.

The emphasis on listening and speaking is continued in P2 and P3 but a gradual introduction to reading and writing in the target language is envisaged. In the initial stages writing will consist of copying words and phrases, labelling pictures and posters, and filling in gaps in worksheets. Puzzles, wordsearches and games such as hangman and bingo are all suitable and popular language learning activities. Reading may be introduced in a variety of ways, which might include labelling classroom items, displaying the date or using flashcards. Cartoons, recipes, menus, timetables, advertisements and magazines can all be successfully used. The child's awareness of the relationship between pronunciation and writing can be highlighted and comparisons can be made between their own and the target language (as long as it's not French!)

Topics : P2 and P3

• Numbers (10 100), telephone numbers
• Date
• Birthday
• Days of the week
• Months
• Seasons
• Weather
• House (types of house, rooms)
• Food, shopping and money
• Ability to express likes and dislikes
• Nationality and main countries
• Festivals (Christmas, Carnivals, Easter)
• Clothes

After four years of learning, a good basic oral command of the new language should be acquired. Correct pronunciation, intonation and stress should be in place by now. The child feels confident to communicate in simple sentences, understand basic questions and commands and has mastered very basic reading and writing skills. As the child's social dimensions change, old topics can be widened and new ones added.

 

Topics : P4 and P5

• Telling the time
• Timetables
• References to space and time (prepositions and adverbs)
• Travelling (directions, means of transport)
• Holidays (hotel and restaurant)
• Hobbies (sports, music, etc)
• Nature
• Professions
• School Subjects

By the time the children enter P6, a more formal approach to the structural aspects of the new language can be attempted. Sentences can become more complex and with the increase in the child's cognitive abilities, some relevant grammatical points could be studied. An awareness of grammar and sentence structure can also be developed by illustrating the similarities and differences between native and target languages. The vocabulary will be further developed and extended.

Topics : P6

• Daily routine
• Social interaction (apology, interaction, requests)
• Personal feelings
• Precise physical descriptions
• Geography and political system of target country
• Lifestyle, customs, traditions, festivals
• Basic introduction to comparative study of language - sounds, vocabulary, structures (English, Irish, German, French, Spanish etc)
• Introduction to international phonetic script
• Use of dictionaries
• Comprehension of longer texts (aural and written)

Conclusion

The language programme sets out ambitious aims and objectives. However, these can only constitute guidelines as to how the teaching of modern languages at primary level can best be accomplished. Children vary and so do class sizes. The languages themselves also offer their own challenges. It is within the discretion of the individual teacher to describe how and in what precise order the material should be taught. Close cooperation between the language teachers and constant evaluation and revision of the programme in hand are necessary for its success. As this language programme is only in its third year, it is still too early to judge how many of its objectives have been achieved, but progress is being made.

One very general objective of which we must not lose sight is the importance of making language learning a very enjoyable experience for the children. Tension, worry and anxiety would only impede the learning process and set a bad precedent for any future learning of languages. A happy and relaxed atmosphere in the classroom and a great variety of activities and teaching aids are important factors in avoiding these pitfalls.

This language programme is an exciting opportunity for all our young students to attain early proficiency in a foreign language. It will help them to develop a linguistic and cultural awareness which will lay the foundation for understanding, respect and tolerance between peoples of the world.

Traudi Ferguson (German)

Beatriz Gil (Spanish)

Bridget O'Hare (French)