The contribution of language learning to improving literacy
“The presence of a foreign language in the classroom gives children a point of comparison with their own language at every possible stage, through word, sentence and text level work.”
Learning a foreign language also offers opportunities for revising and revisiting prior learning within a new context.
The
Literacy Link
Catherine Cheater and Anne Farren (CILT Young Pathfinder 9)
"Learning a language has a huge influence on confidence and literacy.
There is no area of the curriculum better placed to support literacy than
modern languages, which teaches how language works and makes the learner
more aware of the mechanics and imaginative use of the mother tongue."
Learning
modern languages gives young people a solid foundation for literacy
Maureen Gilchrist
“Teachers of Modern Foreign Languages are already teachers of literacy in languages other than English.”
Download
Developing
language in the Primary School - Literacy and primary languages
(DCSF 2009)
(zipped folder 1.165 MB)
The table below shows how the objectives of the KS2 Framework for Languages correspond to and reinforce those of the National Languages Strategy.
Key to abbreviations
used in the KS2 Framework for Languages:
O - Oracy
L - Literacy
IU - Intercultural understanding
KAL - Knowledge about language
LLS - Language Learning Strategies
The numbers with the abbreviations refer to year groups.
| EYFS Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions | O3.2
Recognise and respond to sound patterns and words LLS3 Use gesture to show they understand O4.2 Listen for specific words and phrases |
| EYFS Listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems | O3.1
Listen and respond to simple rhymes, stories and songs KAL3 Recognise commonly used rhyming words LLS3 Use actions and rhymes and play games to aid memorisation LLS3 Remember rhyming words |
| EYFS Explore and experiment with sounds, words and text | O3.3
Perform simple communicative tasks using single word, phrases and
short sentences KAL3 Imitate pronunciation of sounds |
| EYFS Link sounds to letters, naming and sounding the letters of the alphabet | O3.2
Recognise and respond to sound patterns and words – identify
phonemes which are the same as or different from English and other
known languages L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words KAL3 Imitate pronunciation of sounds KAL3 Recognise how sounds are represented in written form KAL3 Recognise that languages describe familiar things differently O4.2 Listen for sounds, rhyme and rhythm KAL4 Identify a different writing system IU4.3 Compare traditional stories – look at the writing system of the language KAL5 Appreciate that different languages use different writing conventions |
| EYFS Hear and say sounds in words in the order in which they occur | O3.2
Recognise and respond to sound patterns and words KAL3 Imitate pronunciation of sounds |
| EYFS
Read simple words by sounding out and blending the phonemes all through
the word from left to right |
L3.1 Recognise some familiar words in written form |
| EYFS Read some high frequency words | L3.2
Make links between some phonemes, rhymes and spellings, and read aloud
familiar words – pronounce accurately the most commonly used
characters, letters and letter strings KAL3 Notice the spelling of familiar words |
| EYFS Use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words | L3.3
Experiment with the writing of simple words KAL3 Notice the spelling of familiar words LLS3 Write new words LLS3 Compare the language with English |
| EYFS
Extend their vocabulary, exploring the meaning and sounds of new words |
LLS3 Write new words |
| EYFS
Show an understanding of the elements of stories, such as main character,
sequence of events, and openings, and how information can be found
in non-fiction texts to answer questions about where, who, why and
how |
L4.1
Read and understand a range of familiar written phrases – identify
non-fiction texts by their style and layout KAL4 Recognise that texts in different languages will often have the same conventions of style and layout |
| EYFS
Listen with enjoyment to stories, songs, rhymes and poems, sustain
attentive listening and respond with relevant comments, questions
and actions |
LLS3 Look at the face of the person speaking and listen attentively |
| EYFS
Attempt writing for various purposes, using features of different
forms such as lists, stories and instructions |
L4.4 Write simple words and phrases using a model and some words from memory |
| EYFS
Write their own names and other things such as labels and captions
and begin to form simple sentences sometimes using punctuation |
L3.3
Experiment with the writing of simple words KAL3 Notice the spelling of familiar words LLS3 Write new words LLS3 Compare the language with English |
| Y1
Listen to and follow instructions accurately, asking for help and
clarification if necessary |
O3.4
Listen attentively and understand instructions, everyday classroom
language and praise words LLS4 Ask for repetition and clarification |
| Y1
Ask and answer questions, make relevant contributions, offer suggestions
and take turns |
O3.3
Perform simple communicative tasks using single words, phrases and
short sentences – ask and answer questions O4.4 Ask and answer questions on several topics – practise asking and answering questions with a partner |
| Y1 Explore familiar themes and characters through improvisation and role-play | O4.4 Ask and answer questions on several topics – devise and perform simple role-plays LLS4 Practise new language with a friend and outside the classroom |
| Y1
Recognise and use alternative ways of pronouncing the graphemes already
taught, for example, that the grapheme 'g' is pronounced differently
in 'get' and 'gem'; the grapheme 'ow' is pronounced differently in
'how' and 'show' |
O4.3 Listen for sounds, rhyme and rhythm – compare different sounds |
| Y1
Identify the constituent parts of two-syllable and three-syllable
words to support the application of phonic knowledge and skills |
KAL4 Apply phonic knowledge of the language to support reading and writing |
| Y1
Recognise automatically an increasing number of familiar high frequency
words |
KAL4
Reinforce and extend recognition of word classes and understand their
function LLS4 Use mental associations to help remember words |
| Y1
Apply phonic knowledge and skills as the prime approach to reading
and spelling unfamiliar words that are not completely decodable |
KAL4
Apply phonic knowledge of the language to support reading and writing LLS4 Use context and previous knowledge to determine meaning and pronunciation |
| Y1
Read more challenging texts which can be decoded using their acquired
phonic knowledge and skills, along with automatic recognition of high
frequency words |
L4.1
Read and understand a range of familiar written phrases L4.3 Read some familiar words and phrases aloud and pronounce them correctly LLS4 Use context and previous knowledge to determine meaning and pronunciation LLS5 Pronounce/read aloud unknown words |
| Y1
Spell new words using phonics as the prime approach |
KAL4 Apply phonic knowledge of the language to support reading and writing |
| Y1
Segment sounds into their constituent phonemes in order to spell them
correctly |
KAL4 Apply phonic knowledge of the language to support reading and writing |
| Y1
Use knowledge of common inflections in spelling, such as plurals,
-ly, -er |
KAL4 Recognise and apply simple agreements, singular and plural |
| Y1
Use syntax and context when reading for meaning |
LLS3 Use the context of what they see/read to determine some of the meaning |
| Y1
Explore the effect of patterns of language and repeated words and
phrases |
KAL4
Recognise and apply simple agreements, singular and plural LLS4 Apply knowledge about letters and simple grammatical knowledge to experiment with writing KAL5 Recognise patterns in simple sentences KAL5 Manipulate language by changing an element in a sentence KAL6 Recognise patterns in the foreign language KAL6 Notice and match agreements |
| Y1
Create short simple texts on paper and screen that combine words with
images (and sounds) |
L4.4
Write simple words and phrases using a model and some words from memory L5.2 Make simple sentences and short texts L5.3 Write words, phrases and short sentences, using a reference |
| Y1 Compose and write simple sentences independently to communicate meaning |
L4.4 Write simple words and phrases using a model and some words from memory |
| Y1 Write chronological and non-chronological texts using simple structures |
KAL6 Use knowledge of words, text and structure to build simple spoken and written passages |
| Y2
Speak with clarity and use appropriate intonation when reading and
reciting texts |
O5.1
Prepare and practise a simple conversation, reusing familiar vocabulary
and structures in new contexts – focus on correct pronunciation
and intonation, use tone of voice and gesture to help to convey meaning KAL5 Develop accuracy in pronunciation and intonation |
| Y2
Spell with increasing accuracy and confidence, drawing on word recognition
and knowledge of word structure, and spelling patterns |
LLS4 Use context and previous knowledge to determine meaning and pronunciation |
| Y2
Know how to tackle unfamiliar words that are not completely decodable |
LLS4
Use a dictionary to look up spellings LLS4 Access information sources LLS4 Use context and previous knowledge to determine meaning and pronunciation LLS5 Use a dictionary or word list |
| Y2
Draw together ideas and information from across a whole text, using
simple signposts in the text |
O6.1
Understand the main points and opinions in a spoken story, song or
passage L6.1 Read and understand the main points and some detail from a short written passage |
| Y2
Explain organisational features of texts, including alphabetical order,
layout, diagrams, captions, hyperlinks and bullet points |
KAL4 Recognise that texts in different languages will often have the same conventions of style and layout |
| Y2
Explain their reactions to texts, commenting on important aspects |
O5.2 Understand and express simple opinions |
| Y2
Use question marks, and use commas to separate items in a list |
KAL6 Devise questions for authentic use |
| Y3
Choose and prepare poems or stories for performance, identifying appropriate
expression, tone, volume and use of voices and other sounds |
O5.4
Prepare a short presentation on a familiar topic O6.2 Perform to an audience O6.4 Use spoken language confidently to initiate and sustain conversations and to tell stories |
| Y3
Identify how different texts are organised, including reference texts,
magazines and leaflets, on paper and on screen |
L5.1
Re-read frequently a variety of short texts KAL5 Notice different text types and deal with authentic texts L6.2 Identify different text types and read short, authentic texts for enjoyment or information |
| Y3
Signal sequence, place and time to give coherence |
L6.4
Write sentences on a range of topics using a model – construct
a short text KAL6 Use knowledge of words, text and structure to build simple spoken and written passages |
| Y3 Compose sentences using adjectives, verbs and nouns for precision, clarity and impact | KAL5 Recognise the typical conventions of word order in the foreign language |
| Y3
Clarify meaning through the use of exclamation marks and speech marks |
L6.3 Match sound to sentences and paragraphs – use punctuation to make a sentence make sense |
| Y4
Use knowledge of phonics, morphology and etymology to spell new and
unfamiliar words |
KAL5 Understand that words will not always have a direct equivalent in the language |
| Y4
Develop a range of personal strategies for learning new and irregular
words |
LLS4 Use mental associations to help remember words |
| Y4
Know and apply common spelling rules |
KAL4 Apply phonic knowledge of the language to support reading and writing |
| Y4
Use knowledge of different organisational features of texts to find
information effectively |
L5.1 Re-read frequently a variety of short texts |
| Y4
Use knowledge of word structures and origins to develop their understanding
of word meanings |
LLS3
Compare the language with English L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words – recognise that some words occur in both English and the language being learned, although they may sound different |
| Y4 Use commas to mark clauses, and use the apostrophe for possession | KAL5
Appreciate that different languages use different writing conventions L6.3 Match sound to sentences and paragraphs – use punctuation to make a sentence make sense |
| Y5
Use and explore different question types and different ways words
are used, including in formal and informal contexts |
KAL3
Recognise question forms and negatives KAL4 Use question forms |
| Y5 Group and classify words according to their spelling patterns and their meanings | LLS4 Sort words into categories |
| Y5 Punctuate sentences accurately, including using speech marks and apostrophes | KAL5 Appreciate that different languages use different writing conventions |
| Y6
Analyse and evaluate how speakers present points effectively through
use of language and gesture |
IU5.1 Look at further aspects of their daily lives from the perspective of someone from another country – consider communication skills when speaking to a non-native speaker visiting the class, e.g. speaking slowly and clearly, use of intonation, use of gesture |
| Y6
Spell familiar words correctly and employ a range of strategies to
spell difficult and unfamiliar words |
L5.3 Use a bilingual dictionary to check the spelling of familiar words |
| Y6 Use punctuation to clarify meaning in complex sentences | L6.3 Match sound to sentences and paragraphs – use punctuation to make a sentence make sense |
The following
NLS objectives do not correspond directly to objectives from the KS2 Framework
for Languages, but are things to which language teachers refer on a very
regular basis:
Y1 Use capital letters and full stops when punctuating simple sentences
Y2 Write
legibly, using upper and lower case letters appropriately within words,
and observing correct spacing within and between words
Y3 Write with consistency in the size and proportion of letters and spacing
within and between words, using the correct formation of handwriting joins
Y4 Use adverbs and conjunctions to establish cohesion within paragraphs