Nearly half of primaries struggle to find time for languages 

Nearly half of primary schools are struggling to find time in the curriculum to deliver high-quality language lessons, a study has found.

The annual British Council Language Trends England report indicates that lack of time is the “most significant” barrier to providing language lessons.

Analysing responses from teachers at more than 1,000 primary, secondary and independent schools, researchers from Queen’s University Belfast find that curriculum time for languages is “under pressure” - with over a quarter of primaries and a fifth of secondaries reporting reductions at key stage 3.

Time for languages is biggest barrier in primaries

When asked to indicate the “most significant” barrier to delivering language lessons to a high standard, 46 per cent of respondents in primary schools cited a lack of time - by far the most common response.

The next most common barrier listed was a lack of specialist teachers (16 per cent).

One respondent told the British Council: “Due to timetabling issues, our school has had to implement a system whereby languages are taught every two weeks rather than on a weekly basis.”

Another said that modern foreign languages can be “one of the first to be dropped for time” when primary teachers are completing planning, preparation and assessment.

Vicky Gough, schools adviser at the British Council, told Tes: “Many primary school teachers report that the demands of an overcrowded curriculum mean that languages are often the first subject to be dropped when time is limited.

“A lack of teacher confidence and subject knowledge also presents significant barriers to effective language teaching at primary level. However, it is essential that languages are given the time they deserve in primary schools.”

Primary experience key to driving interest in languages

Ms Gough emphasised that early language learning builds enthusiasm and confidence in pupils, and helps them look forward to continuing languages in secondary school.

However, nearly seven in 10 secondary schools reported that they “cannot organise classes for pupils in Year 7 according to the languages they learned at primary school”.

One secondary school said: “There is little work with primaries regarding transition as different primaries do different languages, to a different level.”

The report states that “much work remains to be done on improving collaboration and continuity between primary and secondary phases”.

The findings follow concerns around languages in primary schools outlined in the Francis curriculum and assessment review published in November, including inconsistencies in provision and outcomes across schools and regions.

Other than a shortage of time, problems included “low subject knowledge among non-specialist teachers and little access to relevant professional development”.

The Francis review recommended that the government update languages study at KS2 to include clearly defined minimum core content in Spanish, French and German.

When respondents to the new British Council survey were asked their views on the Francis proposals, 55.4 per cent felt positive, 17.2 per cent indicated negativity, and 18.4 per cent said there was “potential” for positive outcomes but “had reservations around their implementation”.