LANGUAGES


distributed – i.e. shorter but more frequent lessons to get pupils used to hearing the language on a regular basis and creating short but engaging lessons which focus on each of the four core skills. This, they say, will enable them to promote “deep learning” of the subject. As one teacher pointed out, “for maths, English and


science apparently it takes about 11 years of at least three hours a week to get to GCSE level”, and while not always practical within the school timetable some languages teachers felt that more meaningful progress would be made if lessons were “at least four times a week or if at all possible, every day”. Greater exposure time would also help to tackle


the skills area that teachers in both the maintained and independent sector have identified as in need of most attention; that is speaking skills. In the survey responses, teachers echo the recent Ofsted report on modern languages by calling for greater opportunities for spontaneous speaking. A major development in recent years has been


the introduction of languages into primary education. Evidence gathered nationally over time and the latest findings of the Trends Survey show that this move has been welcomed by parents, pupils and teachers in both primary and secondary schools. Greater numbers of secondaries are working with feeder primaries in order to try and overcome differences in prior language learning at the start of key stage 3. Secondary school teachers responding to the survey


reported that they are looking forward to seeing the impact of primary school languages on achievement and engagement at GCSE and beyond. It is really encouraging to see the positive impact


Language trends


The latest study into language trends suggests a resurgence


in language learning following years of decline. Kathryn Board explains


key stage 4 was immediate. The annual Language Trends Survey was established


W


to monitor the position of languages in schools and over the years it has shed light on the often complex reasons behind the dramatic decline in language learning – from 78 per cent of the cohort sitting a language GCSE in 2001 to just 43 per cent in 2011. In the early stages, it became apparent that reasons


for the decline were both attitudinal (with parents, students and some school leaders unconvinced of the value of languages) and structural (such as widening of alternative qualifications offering easier routes to five A* to C grades). However, in recent years following significant effort by schools and national bodies to promote the benefits of languages, attitudes are much less of a barrier to language learning. Young people, parents and schools are now more


aware of the importance of language skills as British businesses and employees face greater challenges in an increasingly competitive global economy. Employers do not just want language specialists for translation and international communication, they also value people who are internationally aware, people who are able to build relationships across cultures, and who can combine languages with other skills. As competition for job places increases, students are


starting to recognise the value of languages once they leave school. One teacher explained, “slowly but surely, it is becoming more apparent that our students want to have the opportunity to work in the global market where language ability is important”, while another said that their students “do seem to value it – no-one looks down on languages or sees them as unimportant”. Languages can also influence a child’s education in


other areas of the curriculum. Research in the United States has found a direct positive correlation between language study and higher performance in maths, English and cognitive skills more generally. For example, learning a foreign language is


accepted to have a significant impact on literacy skills in a learner’s first language. Not only does it support vocabulary and transferable skills such as reading, it


SecEd • May 17 2012


hen the post-14 curriculum was opened up to introduce a wider range of qualifications that students would find motivating and relevant in 2002, the impact on modern foreign languages study at


also provides an opportunity to reflect on our language in comparison to other systems and other cultures. In 2010, the introduction of the English Baccalaureate


gave a renewed emphasis to language learning by including modern or ancient languages as one of the five core subjects. The impact of this decision is already showing some results with a significant increase in uptake of language GCSEs in the current year 10. Compared to more than a third (36 per cent) last


year, just over half (51 per cent) of maintained schools now provide language teaching in year 10 to half or more of their pupils. Although there is little evidence of schools returning to compulsory languages in key stage 4 for all pupils, 59 per cent of schools where languages are optional report increases in take-up. We now need to build on this early momentum and


look at addressing remaining structural barriers in order to support languages to flourish in schools and thus create a new generation of confident linguists who will be able to use their skills at whatever level at home or abroad. The findings of the 2011 Language Trends Survey,


recently published by the CfBT Education Trust, provide a number of interesting insights from teachers. Findings in the report are based on responses from languages teachers in 856 maintained and independent secondary schools across England. Many teachers in both independent and maintained


schools are concerned about what they perceive to be deficiencies in the current exam and option systems and their influence on timetabling and priorities throughout the school.


‘


Although there is little evidence of


schools returning to


compulsory languages in key stage 4 for all pupils, 59 per cent of


schools where languages are optional report increases in take-up


These teachers believe that the pressure to cover


the syllabus in limited curriculum time obliges them to teach to the test, rather than allowing their students to develop a genuine appreciation for language learning. In the survey, teachers who had experience of


teaching alternative qualifications – including the International Baccalaureate and the IGCSE – expressed a preference for the way in which language learning was assessed and taught in these courses. Anecdotal responses report that what these qualifications offer


’


Can’t speak, can’t learn what’s the impact of non-native speakers in schools?


As experts in assessment we believe it is our duty to provide a forum to debate key educational issues. Our next programme focuses on EAL (English as an additional language).


The number of schoolchildren who do not speak English as their fi rst language is increasing each year. It is hard to spot a ‘gifted and talented’ pupil if they are held back by language challenges.


How can education respond to the increase in EAL to ensure every child can access the whole curriculum?


Join the conversation


To contribute to our debate in May, or explore our other programmes, visit www.cambridgeassessment.org.uk


is a more engaging and holistic approach to language learning, often in a more flexible way allowing for differentiation in ability, experience and local context. Placing language learning within a more


“international” context also allows teachers to further explore different cultures as a way into language learning, thus developing wider skills at the same time. Respondents also commented on their need to have more contact time, and that this should be appropriately


that the EBacc policy has provided in promoting the uptake of languages but we must also work to address the challenges of providing a consistent, high quality language learning pathway from primary through to 6th form, so that the increase in participation is accompanied by fundamental improvements in the standards of language learning and teaching in England. We now await further announcements on the future


of languages and its status across key phases and look forward to the findings of the national curriculum review and the response of ministers.


SecEd


•Kathryn Board is the head of languages strategy at the CfBT Education Trust.


Further information


To view the 2011 Language Trends Survey, visit www.cfbt.com/evidenceforeducation/our_research/ evidence_for_government/national_policy_reforms/ language_trends_survey.aspx


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