Before choosing a resource for primary languages teaching and learning, you should try to evaluate it critically. Selecting resources depends on many factors...

From the quality and usefulness of the product to the needs of your particular setting and purpose, thinking about the questions below will help you to address some of these issues.

1. Sources...

Who has produced it?

• Who is the author or publisher?
• Are they trustworthy or well-known?
• If downloaded from an online resource bank, is the website moderated?
  

Who else has used it?

• Who, if anyone, has recommended it?
• Has it been trialled with learners and/or teachers?
• What do resource reviews say? 
  
  
  

2. Overall features...

What kind of resource is it?

• Type – e.g. progressive course, scheme of work, readers, authentic materials, game
• Media – print, audio, visual, software, online, mixed
• Language format – monolingual, dual-language
• Additional components or functions – e.g. teachers’ guide, photocopy masters, CDs, links to a website, interactive whiteboard enabled, voice recording facilities
  

What is design and quality like?

• Clear and consistent layout
• Adequate clarity of text and images
• Quality audio recordings and video footage
• Compatibility – e.g. with hardware or school network computers
  

What is the intended context for use?

• Learning environment – e.g. the primary classroom, after school club, home learning, self-study
• Number of users – e.g. individuals, groups, whole-class learning
  

Who is the intended user?

• Child(ren), teacher, teaching assistant, parent etc? A combination?
• Age – e.g. education phase, Key Stage, age range, year group
• Language level expected of the learner  – e.g. new beginner, n years learning primary languages, bilingual
• Language level expected of the teacher – e.g. non-specialist, languages specialist, native speaker

3. Content...

What is the general approach?

• Based on a particular language teaching method – e.g. communicative, total physical response, integrated?
• Responding to inclusion or differentiation – e.g. mixed-age classes, learning styles, English as an additional language, Special Educational Needs, gifted and talented?
• Does it promote cross-curricular work?
  
  

Is it age appropriate?

• Suitability to the child’s age and stage of psychological development.
• Think about wording, images, concepts, approach and overall design.
  

Is there cultural content?

• Are there references to countries or places?
• Does the approach contribute to enhancing intercultural understanding?
• Think about Byram’s components of ‘intercultural competence’ – does it develop appropriate attitudes, knowledge, skills of interpreting and skills of discovery and interaction?
• Read: Developing the intercultural dimension in language teaching: a practical introduction for teachers - Byram, Gribkova and Starkey, focusing on pages 18-20: 'What materials do I need to promote the intercultural dimension?'
  
  

What are the learning objectives?

• Relevant links – e.g. Key Stage 2 Framework, QCDA schemes of work, Languages Ladder, primary curriculum, Common European Framework of Reference for Languages?
• Which skills – e.g. speaking, listening, reading, writing, integrating combinations?
• Receptive or productive skills?
• Is the rationale clear to teachers and learners? 
• Are there clear instructions?
• Does the practice match the objectives?
  
  

How does it deal with performance and progression?

• Are there tools to monitor performance? – e.g. recording scores, tracking progress
• Opportunities for assessment for learning or informal teacher assessment?
• Is there built-in progression? – e.g. graded readers, progressive units

4. Costs and benefits...

Does it respond to particular needs?

• How does it meet local needs?
• What about the needs of individual classes? And teaching styles?
• Does it complement other classroom resources?
• Flexibility – could it be adapted for different purposes?
  

Is it cost effective?

• How much is it - a one-off payment or an ongoing licensing or subscription fee?
• How long is it likely to last?
• How much time investment – e.g. necessary training, preparation?
• How could it benefit teaching and learning more widely – e.g. enhancing continuity between educational phases, raising achievement, motivation or learner confidence?