Foreign Language Assistants

The two schools are the first in the authority to have engaged an FLA at the primary level.

The FLA (in this case known as PJ to the staff) has worked for six hours a week in each school, split over four days of the week.

PJ has had one day a week without commitments in order that he could make the most of his time in England, having long weekends to take trips and visits around the country should he wish to do so.

Both Anlaby Acre Heads and Springhead have used PJ across the full age range, from Reception to year 6.

This has meant that the language provision has extended down below the level at which it will become statutory (KS2) and it has consequently created equal access to PJ as a resource across the whole of both schools.

Below are some examples of activities that PJ has undertaken in different year groups:

Reception:

• Talking to children as they move around the reception area and dropping in ‘bonjour’ and ‘au revoir’ where possible;
• Asking the children to repeat basic words (if they want to) whilst they are doing their activities.

These are non-intrusive approaches which allow the children to join in if they are comfortable.

PJ hopes that they will remember at least four French words by the end of the year.

Year 1 (In small groups):

• Talking about France and introducing the children to knowledge about the country, for example looking at a map of France and discussing French food;
• Passing the ball around in a circle whereby the child with the ball answers a question such as ‘ca va?’ while responding ‘ca va bien’ or ‘ca ne va pas’;
• Talking about the festivities in France, including using pictures and talking about St. Nicholas;
• Counting up to six in French.

PJ says that they have really taken to French by year 1.

He remarks: "I think year 1 can learn a lot of things.

I don’t like to underestimate them because they have a good memory."

Year 2 (In small groups):

• Extending the number of phrases used by including ‘merci’ and ‘s’il vous plait’;
• Playing bingo whereby the children cover the numbers on a grid with counters as the numbers are called out in French;
• Using numbers up to twelve in French;
• Using some colours and names of animals in French.

Years 3 and 4:

• The same content as in earlier years but with a greater emphasis on cultural differences, as well as discussing the confusion between French and Spanish;
• Days of the week and months of the year;
• Using and counting numbers in French up to thirty;

Years 5 and 6:

• Understanding more geography such as locating towns, regions or cities on a French map;
• Using quiz games to test their knowledge;
• Using what they have learned and putting much of it into a basic conversation in French.

PJ was pleased to see that many of the children had remembered prior learning in French from preceding school years.

PJ also said: ‘The other aim is to make them understand (for some of them) that they are naturally good at languages and should learn them in secondary school.’

Other roles which PJ has undertaken include:

• Supporting in the running of a French club. This was enthusiastically received by the children and numbers were oversubscribed;
• Helping to plan and deliver a French theme day;
• Bringing in resources from France. Because he visited home on occasion, he was able to fulfil requests for actual French resources such as photographs of regions and chocolates;
• Organising a ‘phrase of the week’ in French which is then used around and about the school;
• A walking dictionary! Just having a native speaker provides invaluable support to staff in checking spellings and grammar, as well as for pronunciation and for asking ‘how do you say that in French?’;
• Organising email links with year 6 in a French school to from email partners with year 6 children here.

Matters to consider:

Whilst having an FLA has been a tremendously positive experience, there are inevitably things which need to be borne in mind:

• The application process does require dedicated time. It can require organising the accommodation for the FLA for the first week or two until they find their feet, as well as helping them set up a bank account for their salary and assisting them in registering with a doctor. In applying, the request is made to the Local Authority coordinator, who will usually be able to suggest sharing arrangements. In May, allocations are made. If successful, FLA dossiers are sent out around the middle of May. Following this the successful school(s) will make contact with the FLA and provide them with useful information about the school and the area and request copies of medical certificates and appropriate paperwork. The British Council is informed if the FLA accepts the offer and a contract is drawn up by the host school (from a simple pro-forma on the British Council’s website);
• FLAs will also need a mentor as a point of contact. This is somebody such as the MFL coordinator in the host school who acts as their support and their main point of contact;
• It requires briefing the school staff thoroughly so that they understand how the FLA will operate. The FLA is very much part of the school staff and so people need to realise this;
• The FLA will require a timetable, usually to be in place by their third week, having given them a period to observe classes and get to know the staff and children;
• CRB checks are carried out at the start of the stay by the LA. This can take some time to process, meaning that the FLA may need to work within the classroom alongside other lessons until clearance is given;
• Cost. Obviously an FLA needs to be budgeted for. At the current price of £6,556 (exclusive of National Insurance contributions) for a contract period of 1 October to 31 May (8 months), it is a very good deal, but it is still quite a large sum from a school budget if it is not properly planned for.

If there was any doubt about the value of having a Foreign Language Assistant in a primary school then it is hoped that the examples of their use in this context, as cited above, have demonstrated their worth.

They are a tremendous resource at a time when language provision is becoming compulsory in an environment where teachers are, for the most part, not language specialists.

So successful has the venture been that both Anlaby Acre Heads and Springhead Primaries are having PJ back again next academic year, but for an extended contract period!

Detailed information about the application process can be found at:

Details of good practice in using a language assistant in the primary school can be downloaded below, from the Nacell website:

The Foreign Language Assistant in the Primary School

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The Local Authority coordinator is Heather Hodgson.

Heather has been an invaluable source of support throughout the whole process and she is able to answer any specific queries at:

Heather Hodgson, Comenius Centre Manager
Wolfreton Upper School
South Ella Way
Kirk Ella
East Riding of Yorkshire
HU10 7LU
Tel/Fax: (01482) 658485
email: heather.hodgson@eastriding.gov.uk