A range of initiatives and projects are in existence in relation to modern foreign language including projects where foreign languages are completely integrated into the curriculum, language awareness programs, and language encounters. Nevertheless, from the viewpoint, of various researchers, this diversity in the projects and initiatives has resulted in distinctive challenges for a transition from KS2 to KS3. In key stages 1 and 2, the provision of MFL varies considerably within and across the regions in terms of the expertise of the teachers, class size, year of introduction, and time allocated to the MFL learning. The majority of the teachers as well as head teachers have an outlook that students enjoy the benefits gained from the MFL experience such as the acquisition of learning strategies of generic relevance, augmented levels of literacy and language consistency, and enhanced awareness about different cultures.

It is proposed by the evidence that the provision’s quality is inconsistent in the country. The precedence awarded to the core subjects, the low priority provided to languages, the insufficient interaction among primary and secondary schools along with the task of hiring and retaining trained and capable teachers.

Modern Foreign Language

Issues regarding recruiting are extensively observed. They are frequently related to expert MFL teachers generally from a local secondary school but do not have the skills to teach primary-school-age children.

As a result, PMFL leads to a failure in being a part of the primary school curriculum or being accepted by the staff of a primary school. In various other scenarios, issues occur as an outcome of an expert primary teacher who teaches German, French, or Spanish with a small amount of foreign language confidence or capability.

In addition to this stability, evolution, and conversion were important problems. Few LEA provided experience and accomplishments utilizing the European languages portfolio or an attainment portfolio being made by them, while the rest of them used a qualitative approach or informal advance. Many of them did not consider appraisal as significant in order to stay away from burden or difficulty that could occur.

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