Capacity building for primary languages through initial teacher education: could specialist and non-specialist student teachers’ complementary skills provide a winning combination?

The architecture of website-hosted multimedia materials for the assured inclusivity of primary languages learning

“…Generalist class teachers can reinforce pupils' learning from specialist-delivered sessions (Rowe et al,, 2012), for without such reinforcement, little progress may be made (OfSTED, 2011).…”

“…If materials are to be genuinely inclusive of these abilities, they should harness early learners' temporary sensitivity to language phonology (Schumann, 1998) see section 3.3.1). Secondly, primary class teachers' confidence in their own skills and knowledge for supporting pupils' PL learning is generally low (Rowe et al, 2012). Combining specialist teachers' subject knowledge with non-specialist teachers' knowledge of the pupils (Rowe et al, 2012) might provide support for effective PL learning.…”

“…Secondly, primary class teachers' confidence in their own skills and knowledge for supporting pupils' PL learning is generally low (Rowe et al, 2012). Combining specialist teachers' subject knowledge with non-specialist teachers' knowledge of the pupils (Rowe et al, 2012) might provide support for effective PL learning. Where school staff lack confidence in their modern language (ML) skills, schools' employment of a 'specialist' who visits once-weekly in teachers' planning time is unlikely to provide an effective 'little and often' approach but rather a 'watered down' secondary school approach (Driscoll, 1999).…”

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“…However, in England, there is a lack of time and budget for professional development of necessary skills (Tinsley & Board, 2017). A suggested division of labour between so-called specialists and generalists concludes that this could be a successful combination (Rowe et al, 2011); by rehearsing/practising with their class teacher the skills learned in the weekly, specialist-led session, pupils learn effectively.…”

“…Firstly, the ring-fencing of PPA time indicates that class teachers are unlikely to be present at the specialist-led PL session; their confidence for supporting pupils' PL skills between specialist-led lessons is thus unlikely to develop. This represents a missed opportunity for class teachers' involvement to build their capacity as specialists can help to improve non-specialists' confidence (Rowe et al, 2011). Apart from low PL capacity amongst class teachers, there is a shortage of specialist teachers.…”