My work in Hackney schools over the past three years has been based on the idea that language learning is an activity of the brain, in which we adapt and extend the structures that we have learned in our first language. This is consistent with several key features in the primary framework, but is also based on the idea that children need to understand all aspects of their work from the start, and should not be given language they don't understand. It is also in contrast with the idea of "four skills" in language - understanding is the key to all, whether we are reading, writing, speaking, listening or just daydreaming.
Since 2006, over 250 Hackney primary teachers and assistants have visited France and Spain for training courses, some funded by the authority and some by the British Council. The results have been very good and at times excellent for French - thank you, Le Français en Ecosse and Learn French in France - but mixed for Spanish. Most of our Spanish teachers have been beginners - myself included - and the problem was simply having teachers go too fast and not explain things. The pace of speech is always an issue for beginners in a new language, and I don't know of any evidence that Spanish produces more words per minute, or syllables per minute, than French or English - if anyone has this evidence I'll be pleased to see it. But I've been criticised by Spanish teachers for going too slow myself with beginners, although our British teachers and assistants have felt that the full speed language did not help them. As one returning teacher said, "It flowed right over me".
Well, this time Leo Blanco and his colleagues at Duero Formación in Tordesillas got it dead right, with teaching that gave plenty of explanation and practice through songs and games for our beginners, and careful explanation of grammatical issues for teachers who had just taken GCSE. The course members were delighted, and I felt that the approach of building up knowledge, skills and understanding in a way that each learner could handle comfortably and confidently was fully vindicated for adults, as it has been in the classroom for children. If we can return to this concept as the core of language learning we have a fighting chance of ditching the legacy of failure that still haunts us. Leo is taking a leading role in the recently awarded Regio project between Hackney and Tordesillas, so we will be able to take the work a good deal further.