The architecture of website-hosted multimedia materials for the assured inclusivity of primary languages learning

Primary languages (PLs) learning, now statutory in Britain, requires brief, frequent sessions to be effective. This necessarily involves the support of non-specialist class teachers. However, their lack of confidence suggests the need for inclusive learning materials for use in classroom sessions. Architecting learning materials for eventual hosting on a website drew on both theoretical principles and the findings of two previous empirical studies involving primary pupils and trainee teachers. Children’s sensitivity to language phonology suggests focusing on oracy, rather than literacy skills. ‘Alternative codes’, gestures to support pupils’ recall and production, designed in a previous study, were adapted within stages of experiential learning. French pronunciation was modeled to support teachers’ confidence in supporting/delivering PL learning. An empirical trial of a further language modality avoided the challenges inherent in reading and writing French, and allowed pupils to manipulate language and produce it independently. The resultant architecture of website materials is discussed.