1+2 languages policy: findings from the 2023 survey of local authorities
Findings of a 2023 survey of local authorities on the implementation of the 1+2 languages policy in schools. The key finding is that it confirms nearly all primary and secondary schools now deliver language learning from P1 and through the Broad General Education.
7. Approaches to delivering language learning
We asked local authorities to elaborate on approaches their primary and secondary schools take to provide the L2 and L3 entitlements.
7.1 Primary schools
7.1.1. Approach to teaching L2 in class
| L2 approach | Percentage* |
|---|---|
| Taught solely by the class teacher | 73.3 |
| Taught by another member of school staff | 20.6 |
| Taught by the class teacher, with support from another speaker (see 7.1.2) | 6.1 |
* Out of 1,580 schools providing an L2 that answered the survey
In nearly three quarters of the primary schools, the approach used to teach languages can be best described as provided by the class teacher only. Another 20% used another member of staff. Of the 6% of schools that make use of support from another speaker 48% use a language assistant and 52% a member of the community.
7.1.2. Choices and approaches used to deliver the L3s
| L3 language choice | Percentages* |
|---|---|
| Language is available in the cluster secondary school | 62.2 |
| Teachers at the school have experience in the language | 39.8 |
| Teaching resources available to support delivery | 39.0 |
| Another speaker (e.g. language assistant, member of the wider school community) is able to support teaching | 12.0 |
*Percentages add up to over 100% because it was a multiple-choice question
It seems that the main factor influencing the choice of the L3 to offer for primary schools is the language(s) available in their cluster secondary school (62.2%). Teachers’ experience of a language and available resources also impact the choice of the L3 (resp. 39.8 and 39%). Access to another speaker influences the choice of 12% of the schools.
| L3 delivery approaches | Percentages* |
|---|---|
| A single language taught continuously from P5 to P7 | 73.6 |
| A single different language taught each year | 14.7 |
| Multiple different languages taught each year | 11.7 |
* Out of 1,201 schools providing L3 learning
Nearly three quarters of primary schools provide the single language taught continuously from P5 to P7 approach with the remaining quarter using a multiple language approach.
| Approach to who is teaching the L3(s) | Percentages* |
|---|---|
| Taught solely by the class teacher | 62.7 |
| Taught by another member of school staff | 22.8 |
| Taught by the class teacher, with support from another speaker | 14.5 |
*Out of 1,204 schools
Two-thirds of the schools using another speaker use a language assistant although a third of the schools will make use of a member of the community.
7.2 Secondary schools
7.2.1. Approaches used to teach the L2
| L2 approach | Percentage of schools* |
|---|---|
| Taught solely by the languages teacher | 91.7 |
| Taught by the class teacher, with support from another speaker | 8.3 |
* Out of 313 schools reporting to teach an L2.
Over 90% of schools only rely on the language teachers to deliver the L2 learning. When another speaker is used 86.2% of the schools use a language assistant and 13.8% a member of the wider school community.
7.2.2. Approaches used to deliver the L3s
| L3 language choices | Percentage of schools* |
|---|---|
| Teachers at the school have experience in the language | 97.0 |
| Teaching resources available to support delivery | 33.7 |
| Another speaker (e.g. language assistant, member of the wider school community) is able to support teaching | 3.7 |
* The percentages do not add up to 100% as this was a multiple-choice question.
The main criteria influencing the choice of which languages to offer as an L3 is reported by schools as being what teachers and their expertise is available. A third of the schools also reported taking in account what teaching resources are available to support the delivery.
| L3 delivery approaches | Percentage of schools* |
|---|---|
| A single language taught continuously from S1 to S3 | 37.6 |
| A single different language taught each year | 23.2 |
| Multiple different languages taught each year | 39.1 |
* Out of 271 who reported teaching L3s
The majority of schools (62.3%) reported using a multiple language approach whereby several languages are being offered to the pupils. Only 37.6% reported teaching one L3 continuously from S1 to S3.
| L3 delivery approaches | Percentage of schools* |
|---|---|
| Taught solely by the class teacher | 93.3 |
| Taught by the class teacher, with support from another speaker | 6.7 |
* Out of 269 who reported teaching L3s
As with the L2, over 90% of schools only rely on the languages teachers to deliver the L2 learning. Of the 6.7% which reported using another speaker 83.3% reported using a language assistant and 16.7% a member of the wider school community.
Contact
Email: ceu@gov.scot
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