Abstract:
The implementation of languages’ programmes in Years 7 to 10 since 2010 has had mixed results, with particular challenges identified in intermediate schools, Years 7 and 8 (Howard, 2012; Robertson, 2008; Villers, Tolosa, & East, 2010). Since the teachers delivering the language programmes are on the front line for the provision of the programmes, their perspectives on the challenges are important. This qualitative study investigated the challenges reported by the teachers and examined how these challenges have been addressed in the schools. Five participant teachers from three schools chosen randomly were interviewed using semi-structured interviews. Thematic analysis of the interviews indicated that, despite differences in the delivery of the languages programmes, the participants faced similar challenges. These included: a shortage of qualified teachers; little class time spent on languages; a lack of priority given to languages; discontinuity of language learning for students; and a lack of resources. Participants also indicated how their schools worked towards addressing the identified challenges. It is hoped that this small-scale study will provide further evidence of the state of the implementation of the Learning Languages curriculum in New Zealand intermediate schools, a sector where the provision of language programmes is growing considerably.