Considering the complexities of teaching intercultural understanding in foreign languages

I argue in this chapter that given the rise in migration across Europe and the rapidly increasing multicultural dimension of primary schools, it is timely to review cultural development in languages education and reconceptualise it within a whole-school interconnected approach, which draws upon children’s experiences across curriculum subjects as well as their experience outside of school. This chapter is located within the English education system, itself culturally bound with educational traditions, values, purposes and pedagogy. The chapter however, has broader relevance to other education systems and primary FL communities. This chapter is informed by a mixed method longitudinal research study comprising observation of lessons and interviews with teachers and headteachers as well as focus group discussions and questionnaires to children across Key Stage 2. Data was gathered in 40 primary schools across England for 3 years. The study was designed to investigate primary language practice and to assess children’s progress over time in the four skills of listening, speaking, reading and writing through specifically designed language achievement tests as well as national tests at the end of primary schooling