Author: Claire van Wengen
Date of Publication: June 2013
This article reports on a research project carried out at a small residential school for children
(Primary 4-Secondary 2) with severe social, emotional and behavioural difficulties in Scotland. Research was
undertaken in order to investigate the children’s feelings about learning French. Semi-structured interviews
and other qualitative methods were used. Just over 55% of the total pupil cohort (36) participated. The
findings suggest that children with severe social, emotional and behavioural difficulties can benefit from
language learning in various ways, including raised self-esteem. A number of recommendations are put
forward for consideration.
Keywords: inclusion, modern language learning, primary school, pupil perspectives