The Linguist is a languages magazine for professional linguists, translators, interpreters, language professionals, language teachers, trainers, students and academics with articles on translation, interpreting, business, government, technology
Issue link: https://thelinguist.uberflip.com/i/786024
FEATURES Helle Gulowsen visits the Anglo European School in Essex to find out how it supports primary transition When language teaching became compulsory for children aged 7-11 (Key Stage 2) back in 2014, it was envisaged that primary pupils would learn at least some of the skills that children entering Key Stage 3 (ages 11-14) had previously been taught. Secondary schools would then spend less time and effort establishing these language fundamentals, which would free up time to support the lowest attaining pupils and bring everyone up to the same standard at a faster pace. 1 Although a welcome initiative, and one that seemed to have an immediate positive impact, with most primary schools in England taking steps to improve their provision in line with the national curriculum, it was also met with some scepticism by many secondary- school language departments. Two years on, and the concerns have proved to be well-founded. There are strong indications that the provisions in place are inadequate and do not ensure the systematic and consistent language teaching needed to secure improved academic achievement. Many primary schools cite difficulties in recruiting suitably qualified modern foreign languages (MFL) staff as a principal barrier. Collaboration with secondary schools is thus sorely needed, but due to budgetary constraints and reduced staff capacity, this often fails to materialise. In its Language Trends survey for 2015/16, 2 the British Council found that nearly 35% of independent and state secondary schools have no contact at all with their feeder schools in terms of language learning. There are many reasons why levels of cooperation are this low, but those cited most frequently are the logistics of having very high numbers of feeder schools, a lack of time and, last but not least, a lack of funding. It is a climate in which any true commitment to language teaching and collaboration is a challenge, but there are exceptions to be found. Visionary approach By no means unaffected by the financial adversity faced by most secondary schools in the state sector, the Anglo European School in Ingatestone, Essex, remains committed to language learning and does its very best to share its vision with its local feeder schools. This rather unusual co-educational academy combines its provision of high-quality education for students in the local catchment area with a very distinct international dimension. It is the unique product of a visionary local authority that, when faced with falling pupil numbers and possible closure in 1973, decided to attract students from further afield by reinventing the school as a modern comprehensive with a strong European ethos and a broad curriculum enriched with an extensive study visit programme. Along with its new name and status, it was also granted permission to use the flag of the Council of Europe as its logo. Over the years, this European dimension has expanded to incorporate a more In a class of its own