ABSTRACT
Languages, in their grammar and vocabulary, reflect the historical evolution of their culture, including legacies of conquest and invasion. This chapter is grounded in a social constructivist approach to teaching and learning, examining how we shape and are shaped by language and culture. It also addresses why teaching should explain some historical origins of the vocabulary of the language being learned.
Foreign languages in primary schools are discussed from the point of view of past and present curriculum initiatives, and the impact of these on current practice. A case is made for cross-curricular teaching involving discussions around culture. Spanish is used as an exemplar, drawing mainly on Spanish history from Moorish Spain to the ‘discovery’ of the Americas. Encouraging teachers to engage with these issues (as opposed to engaging only with new language) is seen not only as inclusive practice, but also essential in order to motivate children and to help them learn.
