CULTURAL DIVERSITYLTURAL DIVERSITY CULT 4, is associated with socio-economic
disadvantage. In the most economically deprived category of schools, 17 per cent exclude groups of pupils from language study in Key Stage 3 and 44 per cent exclude some pupils from language study at Key Stage 4 . And, while the m French is offered by
well over 90 per cent of ain modern language of
more crucial each year, with a consistent rise in the proportion of students whose first language is not English. This figure has increased from 14.5 per cent in 2011 to 16.5 per cent in 2014 and again to 17.2 per cent by the end of 2015, and currently stands at more than 75 per cent in certain locations inc boroughs of Tower
Hamlets and Newham*. luding the East London
A spokesperson for the Department of
Education has commented that once English is established children language will catch
up and often overtake their with an alternative first
peers. Surely the current scenario suggests though that it is not just about ethnic minorities learning English but the broader education system becoming more open to the idea of including a more diverse range of languages in its curriculum. As we stand today however, the UK education system appears both uncommitted and under- performing when it comes to embracing the benefits which a m ultilingual society can bring. Not only are the number of languages offered through the national curriculum
unrepresentatively low compared to the diversity of todays’ society, but the number of GCSE children choosing to study even the three major modern languages are in alarming decline. Despite the government placing increased focus on modern languages by including them in the narrow range of subjects within its English Baccalaureate (Ebacc) performance measure, the resultant gains witnessed in 2013 have since been erased with 2015 results showing steep declines in the number of students studying French, German and Spanish. The number of pupils taking German at GSCE in 2015 fell to its lowest level on record, with a 10%decline on 2014 figures****, meaning the total number of students studying German has halved over the last
decade.Meanwhile the most studied language of French saw a 6 per cent drop from 2014 to 2015, adding to a 40 per cent decline since 2005.
So why is there such a concerning
disengagement bet ween pupils and the clear benefits which studying a language can bring? To form a clear picture we must address factors from Key Stages 1 to 4, a having a cumulative UK’s youth towards and cultural diversity.
The first and stark factor is the notable lack of 2 8
www.education-today.co.uk.co.uk www June 2016 2016
positively embracing linguistic effect on the attitude of the ll of which appear to be
compulsory language teaching at Key Stage 1. While many of our European counterparts have historically made studying not one but two foreign languages compulsory by the ages of 5 and 6, with some countries such as Belgium requiring the study of two foreign languages from age 3*****, the UK government only recently (2013) introduced compulsory language teaching at Key Stage 2. This should of course be both welcomed and celebrated, however it must be recognised that this is only a very small step in what has become a monumental task to turn around the fortunes of the UK’s languages skills. Research undertaken by the British
Council****** showed that many secondary school teachers are ‘concerned by the variation in the quality of provision of l teaching at Key Stage 2’ and are sceptical of many primary schools’ ability to deliver what they regard as a worthwhile level of language knowledge that pupils can apply to their studies in secondary school.
anguage wide
In addition, the research revealed a growing trend, particularly in state secondary schools, to exclude or excuse pupils from the stud language for a variety of reasons. The disapplication of pupils in Key Stage 3, restricting access to language study in
practice of y of a
Key Stage and of
secondary schools there remains significant difficulties establishing and sustaining provision for lesser-taught languages, which would ultimately make future generations more able to understand and empathise with each other. It seems therefore that rather than provide a firm commitment to support an increasingly diverse population of pupils, the opportunities of some pupils to improve their language skills and to positively manage diversity are being actively inhibited. So, unless the government and we as a nation feel comfortable living in a country in which a growing number of cultures become increasingly polarised, and which sees us missing out on vital international trade opportunities, urgent action must be taken.
As an Association, we have been campaigning for many years for the UK education system to sit up and take notice of the importance of language skills for students’ future prospects, improved social cohesion and elevated economic
performance. Schools have a responsibility to their students to create a positive learning environment in which all pupils can prosper and we firmly believe that language learning needs to start as early as possible and be maintained for all students, across all subsequent stages, if we are to positively manage cultural diversity in years and decades to come.
*Department for Education – Schoolsls, pups, upilsls and their risistics 2015
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