Skip to main content

The grammar-translation approach and beyond

Younger teachers and readers may be curious to see these two examples of O-level French exam papers from 1959 which have been on the Lawnswood School, Leeds website for some time. (Thank you to them for keeping them on public record, along with papers for other subjects.)


Addendum:  See these papers kept in archive by Cambridge too. Thanks to Frances Wilson from OCR.

Grammar-translation was the predominant approach to language teaching for much of the twentieth century and was based on the way Latin had been taught for many years. There was no real syllabus to speak of. Teachers worked through text books (often written by W. F. H. Whitmarsh) and relied on past exam papers to give them a guide on what to prepare. Lessons consisted of vocabulary learning, grammar explanation and practice (often via translation), reading comprehension and dictation.

Here is something from my Y9 German exercise book. Yes, I know, you still give grammar notes or handouts and you are probably right to do so!

More forward-thinking teachers with the requisite oral skills (a minority) included question-answer practice and storytelling with the aid of pictures. Some might even do listening comprehension work using their own voice or, more rarely, a reel-to-reel tape recorder or vinyl record player.

By the time I did O-level in 1973 the exam papers had evolved somewhat, but still relied principally on translation both ways, comprehension and a picture composition. I also had an oral exam with a visiting examiner. We prepared long lists of questions which might come up on the day.

Grammar-translation fitted with the educational paradigm of the day. O-level was designed for the minority of the school population who went to grammar schools (roughly 25% of the school population). Pupils who went to the other schools, mainly "secondary moderns" sometimes did O-level, but were far more likely to do the easier CSE exam or not do a language at all.

When you look at those papers from 1959 you are struck by a few things. Firstly, they were hard. Secondly, they strongly featured a certain type of literary, narrative language. Thirdly, they stressed above all written range and accuracy. No importance was given to listening skills in the exam. I suspect there was an oral test in 1959 (does anyone know?).

Although O-level had evolved somewhat by its demise in 1986 you can imagine what a change the GCSE exam was. The new GCSE in 1987 gave equal weight to the four skills, tried to reward pupils of all abilities and attainment and was a good deal more motivating for the majority of pupils. At last the emphasis was to be on using the foreign language as a practical means of communication. Although we frequently criticise GCSE for its dull content it was a vast improvement on what preceded it.

Since 1987 GCSE has evolved in various ways, although not fundamentally. The recent decision to bring back an element of translation is, in my view, regrettable and unnecessary. Fortunately it attracts relatively few marks so it is to be hoped that teachers do not spend too much time doing translation at the expense of communicative work in the target language.

Was there anything better about those 1959 exam papers? Not much. They worked quite well for a small minority of motivated and able linguists who enjoyed manipulating language, including their own. But even those students, although possessing a large vocabulary and sound command of grammar rules and well primed for reading literature in the second language, were poorly prepared for speaking and listening to a language abroad.

I wonder what assessment will look like in 50 years from now. That could be a subject for another blog.


  1. Hello Steve,

    I found your blog entry to be interesting, from the standpoint that, yes, you have a point that translation is largely, if not entirely ineffective. How I think assessments may look in 50 years, could be that they are virtual and have a wide variety of common, but spontaneous circumstances to which the tester can respond. Who knows? What I do know is that there is a movement in the USA towards proficiency-based learning, with an emphasis on negotiating meaning in the TL by use of drawing, acting out essential vocabulary, or using circumlocution. Hopefully we can see real change continue to develop. The traditional teacher faction (generally speaking) is fighting hard to keep this evolution from progressing. I certainly hope that in 50 years time, assessments can ACCURATELY reflect a student's authentic language ability, meaning that the student can be evaluated on spontaneous, unrehearsed scenarios.

  2. Thank ypu for commenting. You may have misunderstood my meaning. I did not say, or imply, I hope, that translation is largely ineffective. However, I do believe that in most contexts it should be used in moderation. I am aware of what Americans call "proficiency-based" language learning. To be honest I don't know how the average US teacher goes about by their business, but I would always support an approach with the focus on communication amd target language. I would hope grammar is not ditched, though. Again, in most contexts, I would support explicit focus on form to some extent.


Post a Comment

Popular posts from this blog

Tell stories


How can we make listening more enjoyable and effective for pupils? How can we turn it from a potential chore to something more memorable (and therefore more likely to stick in their long term memories)? I am of the opinion that since humans are "wired" to engage in personal listening and speaking (the expression "social brain" has been used in this context), they may be more interested and attentive when the message comes from a real person rather than a disembodied audio source. (This may or may not be relevant, but research has been carried out which demonstrates that babies pick up phonological patterns better when they listen to a caregiver rather than listen to a tape or watch a video - see here for summaries of research into this area by Patricia Kuhl.)

One easy way to make listening stimulating for pupils is to tell them easy stories in the target language. I was reminded of this while reading Penny Ur's book 100 Teaching Tips (reviewed here

A zero preparation fluency game

I am grateful to Kayleigh Meyrick, a teacher in Sheffield, for this game which she described in the Languages Today magazine (January, 2018). She called it “Swap It/Add It” and it’s dead simple! I’ve added my own little twist as well as a justification for the activity.

You could use this at almost any level, even advanced level where the language could get a good deal more sophisticated.

Put students into small groups or pairs. If in groups you can have them stand in circles to add a sense of occasion. One student utters a sentence, e.g. “J’aime jouer au foot avec mes copains parce que c’est amusant.” (You could provide the starter sentence or let groups make up their own.) The next student (or partner) has to change one element in the sentence, and so on, until you restart with a different sentence. You could give a time limit of, say, 2 minutes. The sentence could easily relate to the topic you are working on. At advanced level a suitable sentence starter might be:

“Selon un article q…

Google Translate beaters

Google Translate is a really useful tool, but some teachers say that they have stopped setting written work to be done at home because students are cheating by using it. On a number of occasions I have seen teachers asking what tasks can be set which make the use of Google Translate hard or impossible. Having given this some thought I have come up with one possible Google Translate-beating task type. It's a two way gapped translation exercise where students have to complete gaps in two parallel texts, one in French, one in English. There are no complete sentences which can be copied and pasted into Google.

This is what one looks like. Remember to hand out both texts at the same time.


_____. My name is David. _ __ 15 years old and I live in Ripon, a _____ ____ in the north of _______, near York. I have two _______ and one brother. My brother __ ______ David and my _______ are called Erika and Claire. We live in a _____ house in the centre of ____. In ___ house _____ …

New GCSE resources on frenchteacher

As well as writing resources for the new A-levels, I have in recent months been posting a good range of materials to support the new GCSEs. First exams are not until 2018, but here is what you can find on the site in addition to the many other resources (grammar exercises, texts, video listening etc).

I shall not produce vocabulary lists since the exam board specifications now offer these, with translations.

Foundation Tier 

AQA-style GCSE 2016 Role-plays
AQA-style GCSE 2016 Photo card conversations
AQA-style GCSE 2016 Photo card conversations (2)
100 translation sentences into French (with answers)
Reading exam
Reading exam (2)
How to write a good Foundation Tier essay (ppt)
How to write a good Foundation Tier essay (Word)

Higher Tier 

AQA-style GCSE 2016 Photo card conversations (Higher tier)
AQA-style GCSE 2016 Photo card conversations (Higher tier) (2)
20 translations into French (with answers)
Reading exam (Higher tier)
How to write a good Higher Tier essay (ppt)
How to write a…

Preparing for GCSE speaking: building a repertoire

As your Y11 classes start their final year of GCSE, one potential danger of moving from Controlled Assessment to terminal assessment of speaking is to believe that in this new regime there will be little place for the rote learning or memorisation of language. While it is true that the amount of learning by heart is likely to go down and that greater use of unrehearsed (spontaneous) should be encouraged, there are undoubtedly some good techniques to help your pupils perform well on the day.

I clearly recall, when I marked speaking tests for AQA 15-20 years ago, that schools whose candidates performed the best were often those who had prepared their students with ready-made short paragraphs of language. Candidates who didn't sound particularly like "natural linguists" (e.g. displaying poor accents) nevertheless got high marks. As far as an examiner is concerned is doesn't matter if every single candidate says that last weekend they went to the cinema, saw a James Bond…