The age at which children start secondary school coincides with a time when they are changing physically and emotionally and are sometimes resistant to new ideas. Pilot studies in primary schools have shown that younger children can be more receptive to language learning, and find it enjoyable. They can build on this experience at secondary school and in later life.

You supply native-speakers to work alongside classroom teachers, but how can they be CRB checked if they have come in from overseas?

All our native-speaker language assistants are permanent UK residents; they never come in from overseas. We do not employ anyone who is not resident in the UK. Our native speakers are fully CRB checked in exactly the same way as classroom teachers.

You supply native-speakers to work alongside classroom teachers. Who is in charge?

The classroom teacher is always in charge and any assistants that we supply work under her supervision.

Many children at my school speak English in class and another language such as Urdu or Turkish at home. Won't it be difficult for them to participate in the MFL programme?

No, children who are already bilingual often find it easier to learn a third language than monolingual children. And their experience and insight can be shared with other class members.

We are Moslems and my child already learns to read and recite Arabic texts in a religious school. Won't it be confusing for him to learn a modern foreign language?

No, children who are exposed to different languages and alphabets often have a head start when it comes to learning a modern foreign language. The same applies to orthodox Jewish children who go to Hebrew class out of school.

I've heard that many European companies now conduct their board meetings in English. What's the point of still learning French, German and so on?

The language of the boardroom may be English but the French are not planning to give up speaking French, or the Germans German. If you child wants to live or work in Europe then she should learn a European language.

What's the point of learning foreign languages anyway? Quite soon, won't all international business be done in English?

No. Research shows that 20% of British companies are losing business because they can't communicate properly in languages other than English. British businesses lose out because they assume everyone speaks English. They don't!

English is the world language. Isn't it going to take over soon?

No. For example, the world wide web was originally overwhelmingly in English, but within a few years English will account for less than half of Web content.

A majority of classes in my school consists of asylum-seeker children who can't speak English properly. What is the relevance of MFL teaching for me?

For these children, the priority is to learn English so that they can be educated across the curriculum, find security and be integrated as quickly as possible into British society. These children can still benefit from the MFL strategy, but proficiency in English comes first.

Languages for Life puts a lot of emphasis on European languages, but we live in a global society. What about the rest of the world's languages?

Yes, children should be exposed to languages from all across the world, not just European languages. But the PMFL strategy uses the skills of teachers currently in schools, and these are mainly in European languages. Europe continues to be our main trading partner and is the basis of our cultural heritage. Several European languages, such as Spanish, are themselves "world" languages.

How should I choose which language my child learns? If she chooses the wrong one, will she lose out?

No, the purpose of the primary languages strategy is to expose children to foreign languages, to open their minds to the idea of concept of language learning and cultural understanding. The choice of language at primary level is not crucial. We hope that your child will take up languages at secondary school, where choices will be made.

I am alarmed by the idea of the "Language Ladder". Children are tested enough already, without being given yet another set of targets.

Languages for Life is emphatically against dragooning children into more testing for the sake of it. We promote language-learning as a fun activity that children enjoy. But children themselves like the idea of getting a certificate to demonstrate their achievement. The Language Ladder helps to make this sense of achievement possible.

In our local authority, I anticipate that primary modern foreign languages [PMFL] will be accepted quite easily in schools in middle class areas or where parents have professional jobs. What about the schools that are situated in more deprived areas?

The idea of a universal entitlement to learn a foreign language means that this must take place in an inclusive manner, not just in a proportion of schools. Languages for Life recognises that teachers who teach in more deprived areas already work extremely hard to deliver basic literacy and numeracy. We are dedicated to giving them the necessary support and encouragement to implement the PMFL strategy.