VIEW FROM THE CLASSROOM
future. The experiences we provide our students aren’t just abroad either.
Have you faced any challenges or barriers getting students to engage with language learning – and how have you overcome this? “Win hearts and then win minds”, is a philosophy our department continues to embrace. Students engage most successfully when they enjoy the subject, see value in what they are learning and feel connected to it.
A challenge we have faced has been students questioning the relevance of particular languages. Some struggled to see the value of learning German despite its cultural and economic significance. We have addressed this by making language learning as meaningful as possible through real-world links, cultural experiences, partner-school projects, authentic communication opportunities and careers information. This year we took some students to Pearson’s More than words event at the Etihad Stadium where they learnt about the benefits of languages in so many different careers from journalists and YouTubers to careers in the football industry - careers they are inspired by and have a personal interest in. We also place a strong emphasis on celebrating success. Each teacher nominates an MFL Star of the Week, praise postcards are sent home and achievements are recognised across the department. Interactive resources such as Wordwall, Textivate and Blooket help maintain enthusiasm and confidence. As a result, students increasingly see language learning as relevant, enjoyable and worthwhile.
Do you integrate language learning with the wider school?
We view languages as an integral part of school life, being one of the bigger departments, contributing to wider priorities around inclusion, careers, personal development and cultural capital.
We lead and support events such as European Day of Languages, involving students across year groups and promoting diversity, curiosity and
global awareness. This is well celebrated in school newsletters from the Headteacher. Students participate in competitions including the Anthea Bell Translation Competition, Spelling Bees, GCHQ language challenges and the Mother Tongue Other Tongue poetry competition. Staff who speak additional languages also support students at GCSE, creating valuable connections. The impact has increased engagement, broader cultural understanding and a stronger appreciation of the value of languages throughout the school community.
What activities are helping support language learning for students outside of the classroom?
Enrichment is central to our departmental vision. Educational visits give students authentic opportunities to experience language and culture beyond the classroom, while Duolingo Classroom, online platforms and authentic media encourage independent learning.
Students also participate in competitions and cultural projects, supported by links with partner schools overseas. These include exchanging cultural information and traditions, such as dreidels and chocolate coins at Hanukkah, and receiving letters about German traditions. We also regularly welcome Spanish and Chinese students, creating valuable opportunities for authentic communication.
A particularly memorable project followed Liverpool receiving the baton from Japan ahead of the World Gymnastics Championships. Our students created cultural videos to exchange with Japanese students, with the project later featured on Japanese television. The initiative was facilitated by our Local Authority.
Alongside enrichment, targeted intervention supports students’ progress. Last year, we introduced a leaderboard-style revision challenge, awarding points for completed exam questions rather than marks. This friendly competition increased participation, accountability and engagement while building confidence ahead of examinations.
Together, these opportunities develop students’ confidence, curiosity and lasting appreciation of language learning.
If you could tell learners considering studying languages one thing, what would it be and why?
I would tell them to be brave and give it a go. Language learning is not about being perfect; it is about having the confidence to communicate. Every mistake is evidence that you are learning and improving and, from my own experience, it often demonstrates courage as much as competence.
For me personally, languages have led to travel, friendships and experiences I would never otherwise have had. Most importantly, they allow you to connect with people and cultures across the world. That ability to communicate and understand others is a valuable skill that I share with my students.
And if you could tell teachers who are considering teaching languages one thing, what would it be and why?
I would tell them that, as a language teacher, you never stop learning, and what a privilege that is. No two days are the same, and students constantly bring new experiences and perspectives into the classroom. Only recently, I learned about the Festa del Fil-loxera in Catalonia from one of my own students.
Teaching can be challenging, particularly within an ever-changing educational landscape, but for me the rewards continue to outweigh the challenges. Professional development has been central to my own growth, from Lead Practitioner accreditation and NPQs to my role as a PGCE subject mentor. If we expect students to continue learning, we should be prepared to do the same. Languages offer continual opportunities to develop professionally and personally while making a genuine difference to young people’s futures. I would encourage teachers to embrace every opportunity they are given.
October 2026
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