Guest blog by Victoria Harris

When I first began exploring the work of Gianfranco Conti and associates, I was looking for curriculum rooted in solid progression, that had KS3 level learning but at a pace that KS2 could follow. What I found was much more than that. I discovered the principles of EPI.

This approach to learning languages not only helped me as teacher and consultant to really underpin a solid foundation in language learning, it also helped shape my awareness of the language beyond what I already knew.

The Reality

I’m going to be honest, Primary Languages in the UK are difficult. Most schools can barely fit a 30 minute lesson into the week. There is next to no space for retrieval in between and staff confidence has been at an all time low. As Conti states, motivation is a primary factor in sustained effort and success. If we can’t be excited to teach it, how can learners be excited to learn?

This is where EPI comes in. What I have seen since implementing EPI in my Linguastars classrooms is a clear and measurable shift – not only in outcomes, but in how children experience language learning itself.

A shift from performance to genuine learning

One of the most immediate impacts of EPI is the move away from surface-level performance towards deeper processing. Less isolated vocabulary and more integration into real life contextual speech.  Rather than rushing to produce language, pupils spend more time engaging with input—hearing, reading, and interpreting language in multiple ways. This has led to stronger retention and far greater confidence when pupils are eventually asked to produce language themselves.

Even when faced with 30 minute lessons, the productivity is high and that is fundamentally down to the carefully structured MARSEARS sequence, high frequency exposure and recycling of language… all embedded through motivational tasks and games.

EPI breaks learning into manageable steps, which has had a noticeable impact on pupil confidence. By reducing cognitive overload and allowing pupils to process language thoroughly before expecting output, learners feel more secure and less anxious. This is particularly evident in younger learners and those who may previously have struggled with language learning.

Implementation to Impact – A real look at how we use EPI at Primary Level.

It’s no secret that cognitive load is halved when learning a new language, so we must be careful in choosing the right vocabulary and surrounding structure when putting together our topics. To be able to fully build on skills and ensure recycling and interleaving is working, we break our topics into levels. For example, Ma Famille has 3 levels; saying who we live with, saying where we live and talking about our town. These 3 levels are designed to be taught over three years at KS2, meaning each level builds upon the next and recycling takes place within the remit of that topic. This enables pupils to process new knowledge and build on existing knowledge at the same time.

The example Sentence Builders below show the difference between levels 1 & 2 and would be used during the Modelling stage of the MARSEARS sequence.

Level 1 – Modelling                                                             

Level 2: modelling

As we progress through the sequence, children will explore phonics and grammar, they will process a multitude of listening and reading tasks designed to target micro processing skills in both sentence and word level before moving on to structured production in speaking and writing.

Level 1 – Receptive Processing                                                          

Level 2 – Receptive Processing

When we move to Structured Production  – we begin with speaking skills with a scaffold, we use a writing ladder to progress through varying levels of ability before returning back to speaking and removing the scaffold.

One of my favourite activities is ‘No Snakes, No Ladders’ for translation tasks. Every teacher who witnesses this comments that the children almost have no idea just how good they are at French because they are too invested in winning the game. It’s the perfect chance for me to come around, assess pronunciation and translation skills but also probe further.

We don’t often focus on the expansion element of MARSEARS at Primary Level, but rather use it as a space for misconceptions or consolidation. From there we assess core elements of the topic before moving to communicative tasks such as surveys, conversation or writing pieces.

Here is a sample of our ‘Familia 2’ topic in Spanish where a pupil has been able to write a descriptive  piece on where they live and who with. Notice how there is also mention of pets which is from another topic!

The whole MARSEARS sequence is a journey, and it’s a real misconception of Primary Teachers in the UK that children should be speaking from day 1. Of course, it’s a language, it is designed to be spoken. But just as a baby doesn’t speak from Day 1, they witness, they process, they test, they refine – this is what we apply to learning a second language.

One of the biggest triumphs for me though is the embedded skills that are now transferring to other areas of the curriculum. Pupils making links in their own languages through reading, phonics and even speech and language. The impact has been nothing short of astounding.

Greater engagement and inclusivity

Because EPI emphasises comprehension, repetition, and structured interaction, it creates an inclusive learning environment where all pupils can succeed. Activities are accessible yet challenging, and every child has the opportunity to participate meaningfully.

Let’s also not forget those low confidence teachers… Their motivation has improved; their understanding has improved. They now smile when lessons begin and get involved. Creating that culture of ‘we’re in it together’ is pivotal in Primary Languages.

The feedback we get at Linguastars is “I wish I had learned languages this way, I would have understood a lot more”.

It takes time, and that’s ok

Implementing EPI in primary classrooms has reshaped both my teaching practice and my pupils’ learning experiences. It wasn’t overnight, this takes real thought into how you want to present each topic, how they interlock and interleave. It’s an investment, but the impact is evident not only in improved outcomes, but in the confidence, engagement, and resilience pupils gain in language learning. It reinforces the idea that when we prioritise how learners process language, we unlock more meaningful and lasting progress.

                        Victoria Harris – Director of Linguastars Education

                               

(BA Hons Key Stage 2/3 Education – Modern Foreign Languages)

Victoria is a Qualified Language Teacher and Consultant with over 12 years of experience in leading and developing languages at Primary Level, preparing pupils for their KS3 journey and liaising with Secondary schools for successful transition. Her most recent work includes curriculum development and school improvement across the North-West of England and partnering with brands to bring language learning to real world context.