The Problem with Tense-Driven Progression
For decades, MFL curriculums in the UK have been structured around a linear progression of tenses: Present in Year 7, Past in Year 8, Future in Year 9. While logical on paper, this approach often leads to:
- Cognitive Overload: Students are forced to master complex conjugation rules before they have enough vocabulary to say anything meaningful.
- Siloed Knowledge: Students learn "the past tense" as a discrete unit, rather than a tool for communication.
- Lack of Fluency: When speaking, students pause to conjugate rather than retrieving chunks of language.
A Better Way: Vocabulary & Time Markers
Research suggests that a focus on high-frequency vocabulary and time markers (yesterday, tomorrow, next week) is far more effective for early learners.
The "Lexical Approach"
Instead of teaching the full paradigm of "aller + infinitive", teach "I am going to play" as a lexical chunk: Je vais jouer.
By shifting the focus from grammatical perfection to communicative competence, we can build confidence and fluency from day one.