The Government has made clear its intention that foreign languages should be more widely taught in primary schools. Its consultation document, Language Learning, sets out plans to give every child an entitlement to learn a language at key stage 2 by 2012. Exactly what is meant by “entitlement” will become clearer when the Government reveals its national strategy for languages in the autumn. But compulsory language learning in primaries is obviously not on the agenda here - unlike Germany and France, which have just decided to make it mandatory from the age of seven.

Many language specialists have nevertheless welcomed the news: “It is a very positive step forward,” says Catherine Cheater, primary adviser at the Centre for Information on Language Teaching (CILT). “We are not yet ready for languages to become a statutory subject. We need to raise awareness of what can be done and free up a bit of time in the curriculum, as well as consider training needs.”

The consultation document acknowledges this country’s poor record in language teaching, which has led to a shortage of modern foreign language teachers at secondary level, and a failure “to capitalise on the facility for language learning that young children have”.

In the early Seventies, a national trial of languages in primary schools was abandoned after it was found that pupils who started French at eight did not perform noticeably better at 16 than pupils who had had a later start. Problems included lack of consistent provision, inadequate teacher training, and insufficient continuity between primary and secondary schools.

Since then, primary language teaching has been patchy, but increasingly showing signs of life. One in five primary schools provide some opportunity for foreign language learning, for instance in after-school French clubs. In a pilot project, five teacher training institutions offered 100 places this year for primary trainees to study French as a specialism (61 were taken up); these numbers are set to rise, with the Teacher Training Agency authorising 170 places to study French in 2002-3.

A small number of local authorities (including South Gloucestershire and East Riding) provide language training for primary teachers, in collaboration with local specialist language colleges. Liverpool University and Canterbury Christ Church University College run continuing professional development courses in languages, and CILT is developing a range of teaching resources, including two training videos.

“The word ‘entitlement’ presents a real opportunity for schools to consider very carefully what model of language provision is most applicable in their local context,” says Mary Rose, senior adviser for research and development at South Gloucestershire local education authority. “It is an aspirational term, which will give schools the chance to work in a flexible way.”

Some schools might introduce a foreign language gradually, through songs and rhymes, through everyday routines such as calling the register or collecting in books. Some might build up to a subject lesson once or twice a week, involving reading, writing, speaking and listening, possibly with assistance from a native speaker.

Scotland is already considerably advanced in the language-learning stakes, with more than 96 per cent of its primary schools teaching a foreign language (usually French) to older pupils, 96 per cent of 16-year-olds taking the equivalent of a foreign language GCSE, and no shortage of secondary language teachers. Since 1993, a voluntary 27-day national training programme has been in place for primary teachers, although, unlike in England, there are as yet no opportunities for language specialism within initial teacher training.

In Wales, the main focus of the languages drive up to now has been the teaching of Welsh in all schools. Of its 1,600 primary schools, 445 are “mother-tongue” Welsh schools; the majority of primaries teach Welsh as a second language. Non-Welsh-speaking teachers are trained by a body of 150 peripatetic teachers, funded by the Welsh Language Board.

But in its recently-published language strategy, Languages Count, the National Assembly for Wales commits itself to promoting foreign language learning more vigorously, and to funding pilots at key stage 2 from 2003-4 onwards.

More information from www.nacell.org.uk