Section 1
Rationale
Language is a central element of the curriculum and is at the heart of pupils' learning. Through language they receive much of their knowledge and develop and express their own personal understandings. Language enables them to communicate with others and to express their thoughts, feelings and ideas.Children communicate from the very earliest stages of their development. Language is an integral part of their lives. Language learning, therefore, should enhance their ability to communicate, and contribute to the development of both the interpersonal skills and the disposition to do so.
An essential element of language learning is the development of an understanding of the many purposes for which people use language and of the diversity of form language can take. Children already know a great deal about the nature, purpose and functions of language by the time they come to the learning of a foreign language. Foreign language learning will be supported and enhanced by this secure knowledge base. Embarking on the learning of a foreign language should build on what they already know and proceed alongside their continuing learning in their first1 or second2 language. A clear objective of the teaching approach should be to make clear the connection between language and languages.
Learning to communicate in a foreign language also helps pupils to develop intercultural awareness and to understand the need to act with empathy and responsibility towards others.
As they become increasingly competent and confident, pupils learn how to find out things for themselves, not simply in the foreign language but in wider educational and social contexts. Becoming more communicatively competent also encourages an enhanced sense of self as a confident and successful language learner and user, and as a member of communities at local, regional, national and international levels.
From the earliest stages, learning experiences in modern languages develop and enhance the essential skills of literacy, personal and interpersonal skills, communication and ICT skills, and working with others. Equally importantly, modern languages learning activities encourage pupils to take responsibility for their own learning, to assess their own strengths and weaknesses and to develop an awareness of the needs of others.
Language is also an essential skill for the workplace. Communicating with others becomes ever more important in a world where global trade, business, travel, and ICT are part of everyday life. In the world of international trade and business, young people in Scotland must be equipped with the skills that will allow them to take advantage of the opportunities that exist for those with sound language abilities. For some, as they progress beyond 5-14, the purposes of foreign language learning may take on an increasingly vocational perspective.
1First language
This is the first language that the child acquires, or the dominant language that the child uses. For most Scots children this is a variety of Scots English. For others it may be Scots, Gaelic, British Sign Language, Bengali, Cantonese, etc.
2Second language
This is the language that is used by a significant group within the community. An English-speaker in Canada will learn French as a second language because there is a significant population of French-speakers in Canada.
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