The 3 principal models for primary level Chinese teaching are:
- classes taught by a single native speaker e.g. CLEC teachers
- classes co-taught by a native speaker and a UK teacher with language teaching experience (though not necessarily in Mandarin)
- classes led by a UK teacher who learns Mandarin her/himself and teaches as they learn
Each of these offers its own advantages and disadvantages, but all are potentially equally effective. Two of the three are illustrated in the accompanying case-studies: native speakers at Greasby Infants and Rosendale Primary with the former demonstrating also that although MFL will only be a requirement at KS2, there are many advantages to starting in KS1; and teacher/learner at Robin Hood Primary.
Please click the links below to see the case studies.
- Greasby Infant School Case Study (PDF)
- Robin Hood Primary School Case Study (PDF)
- Rosendale Primary School Case Study (PDF)
It is encouraging to note that some Primary PGCE teacher training courses are already incorporating the requirement to study a MFL.
There is an interesting analysis of the co-teacher approach by SCILT if you click here.
Does your primary school teach Chinese? We’d love to hear from you: email@example.com