The teaching of English as a foreign language is now, in many places, expanding into primary (elementary) school settings

Implications for the teacher
Paradoxically children often assume that there is something unique, other, unconnected to anything else, about learning a foreign language. Teachers remind them of the basic and essential functions of language and that not all communication need be verbal. Non-verbal cues include:
– intonation,
– facial expressions,
– gesture,
– reaction to other's speech.
The sensitive teacher will alert the children to a common feature in speech: we identify a setting, we pause, and then we focus. The need to communicate is occasioned by children's excitement, by their determination to transmit a piece of information to someone for whom they feel affection. The major problem confronting teachers is that of identifying «needful» situations for their pupils.
There is a natural tension, of course, between the authentic one-word answer in response to questions such as what's your name? How are you? Do you like…? And the fuller utterances which teachers might wish to encourage. But these fuller utterances, often involving the use of finite sentences, can develop and simultaneously demonstrate the child's growing communicative competence. Teachers all know that to use a language creatively they must be able to operate a system of underlying rules; otherwise they would remain at the level of the phrase book. In order to make a foreign language really work for learners, teachers have to go beyond lists of vocabulary (nouns, adjectives, etc.) or lists of structures of functions. Teachers have to teach the language as dynamic system, one that enables the learner to create language rather than reproduce it and provide a learning context which is congenial to risk-taking, uncertainly, problematic situations and a real sense of purpose.
To produce appropriate language effectively, it is necessary to have a certain level of competence in a number of aspects of language use. The Canadian researcher Canale identified four components of communicative competence (pic. 2):
1. Grammatical competence: knowledge of vocabulary, of sound and of grammar;
2. Sociolinguistic competence: knowledge of how to use the language appropriately in different types of context, for example, deciding whether the situation dictates a formal/casual response, complaining politely, refusing, etc.;
3. Discourse competence: knowing how to begin, develop and close a conversation, how to change the subject, how to take turns, how to intervene, etc.;
4. Strategic/pragmatic competence: knowing how to cope when communication breaks down, asking for clarification, making up words in the foreign language, avoidance tactics, etc.



Pic. 2. Four components of communicative competence

Competence in these «higher» levels of language will be attained only if the child has opportunity to hear and use language in situations where these competences (pic. 4) are authentically required.

Just as with the mother tongue, a foreign language is acquired through a developmental process that focuses first on language use through meaningful communicative activities, combined with steps along the way that sometimes involve focus on language form with conscious self-editing and refinement of the rules of the language.
What is needed is a consciousness-raising of the rules, a focus on the components of the utterance so that the child can more control of their speech. This is not to advocate a return to dry grammar/parsing lessons. It is, rather, helping the child monitor the correctness and/or appropriateness of their utterances, helping them focus on accuracy as well as fluency, on social, discourse and pragmatic features of language use. But this seems far away perhaps from the initial stages of developing speaking in the foreign language. How do we start? By considering the functions of communication through a range of stress-free and fun activities and by moving on to structured opportunities for the child to explore and enjoy this new language.
There is infinite range of activities – the context, which the teacher, or the teacher and pupils jointly set up, will determine the activity – which will encourage learners to engage emotionally and physically in the language learning process and which will develop techniques to build up a powerful visual and auditory memory and will make them fell able to risk making mistakes. Language is associated with sound, music, movement, colour, drama and thereby impregnated with meaning. There are memory games, songs, rhymes, poems, stories which they will hear and want to adapt, make their own. There will be opportunities for dramatization which will exploit the child's sense of theatre and appreciation of audience, their awareness of register.
In the context of foreign language learning the class teacher can do mach to promote the above, in simple ways which are consonant with the ways the child will be learning in other areas of the primary curriculum. For example, if we consider length of utterance, the introduction of connectors (and, but, which) and modifiers (rather, enough) can be introduced at an early stage in the process during the daily routine slot where the children are talking about the weather. For example:
The weather is fine today.
The weather is fine, but it is rather cold.
Not only does the child have the satisfaction of hearing themselves say «more», but they can also be encouraged to reflect on the change in the intonation pattern occasioned by the introduction of the connectors and modifiers. A pattern can then be established in the child's mind. Equally, there is an expectation set up in their mind that they should be willing to expand on utterances, giving opinions, agreeing, disagreeing – all features of natural conversation in the mother tongue. (3)
Teachers need also to engage the child's activity in the foreign language within the parameters of their current competence but always with an eye to expecting more and celebrating more. Where breakdowns in communication occur, as they will inevitably, then the sensitive teacher allows the child to revert to the mother tongue and will translate for the child, thereby setting up a paradigm of foreign language learning which is again consonant with the ways in which the primary class teacher operates in other areas of the curriculum – namely, providing «knowledge» on a need-to know basis, personalizing the input according to the interests, needs and learning styles of each child. There is an example that is given in practical part, showing how an activity can (a) be connected to an area of the primary curriculum (Math’s); (b) allow the children to move gradually from stress-free listening structured speaking to more open–ended speaking; and (c) encourage the children to develop learning strategies. It’s named Shapes.

3.