VIEWS & OPINION
How we must make language learning real and relatable Comment by REBECCA WAKER, Subject Advisor for Languages at Pearson and former language teacher
For too many years, too many young people have struggled to see how language learning could be of use to them. Classroom tasks and resources that discuss skiing trips in France, for example, or foreign holiday essentials can for many, seem detached from the reality of their everyday lives. In fact, when Pearson asked secondary school students what they would like to see in a revised language curriculum1, almost four in 10 (37%) said they would like to see language learning more relevant to their
lives today and almost a quarter (22%) called for topics to be more diverse and inclusive.
Students today are growing up surrounded by multinational organisations and communities made up of a variety of different cultures and countries. So many doors are wide open in non-English speaking countries with career and general travel opportunities. Language-learning is becoming the key to unlocking the world around them and yet studying a language at school is not at the top of their agenda. With budgets tight and school exchange trips often out of reach, how can our students see the benefits of language learning in the real world? How can we hook them in?
Consider this. How often do your students complete language projects that relate to their favourite hobbies, sports, people and shows? How clearly can they see themselves needing to use languages in the future, in everyday life scenarios and/or future careers?
Bringing real-world elements into the classroom gives every student a chance to see what’s out there, to understand different cultures and communities, and to foster their respect and curiosity in languages. Hearing stories and experiences, especially from those they can relate to can be extremely impactful. Past students who have gone on to study languages at A level, university or who use languages in their everyday life or job can help inspire young language learners. Furthermore creating virtual
school partnerships, linking up with another school overseas (or even other language classes in schools across the UK) via video calls, emails and letters, encouraging conversations, boosting confidence and forging new relationships.
Many students also link language learning to a career as a language teacher or translator, when actually, languages can open the door to so many more career opportunities. At our recent national language learning event, we heard from an award-winning film producer, a writer, a dancer, a police officer and even a Former Military Special Operator and Forensic Expert, who all believe languages play[ed] a pivotal role in their lines of work. Another individual who worked in the football industry highlighted how foreign languages can be invaluable for physiotherapists, agents, medical staff, player care teams, sponsors, journalists and more. Just listening to the speakers and hearing their experiences had a powerful impact on those who attended with one student, who was going to drop French, sharing that she was now excited to take her studies further and another student studying German saying he’s now thinking of extending his language studies beyond GCSE.
It’s this relatability and relevance that is vital if we are to reverse the year-on-year decline in the number of students opting to study a language at GCSE. If we can get students to see themselves and those they look up to or aspire to be using languages, and team that with making language learning fun, we can begin to chip away at this barrier to language engagement.
We (and I’m not just referring to teachers, I’m talking exam boards and those in the sector too), need to work together to make languages a lesson on the timetable that students look forward to and a subject that excites them. Whatever their native language, by encouraging our students to learn a second or even third language, we are allowing new opportunities to flourish beyond the school gates.
If you’re in need of real-life success stories or inspiration for role play scenarios, a wide selection of free, downloadable PDFs are available on Pearson’s website:
go.pearson.com/MFLGCSE24
The Labour government’s approach to education infrastructure Comment by MICHELLE DAVIES, DPP Consulting’s Director and Education Lead
Shortly after Labour took office, its new Chancellor, Rachel Reeves, announced plans to reform the planning system, focusing on unlocking “stalled sites” and prioritising economic benefits in planning decisions. This includes support for local authorities with the appointment of an additional 300 new planning officers.
The government is now also consulting on a new NPPF which now places “significant weight” on the importance of new, expanded or upgraded public infrastructure, including
educational buildings. Despite this backdrop, there has been limited information on how the new government will be improving school infrastructure. The School Rebuilding Programme
The School Rebuilding Programme (SRP) remains active, with no indications from the government that it will be halted. The SRP is a key initiative aimed at addressing the condition of school buildings across England, with plans to rebuild or refurbish over 500 schools in poor condition over a decade. The importance of this programme is underscored by the National Audit Office (NAO) report from June 2023, which highlighted that approximately 700,000 pupils are learning in schools that require significant rebuilding or refurbishment.
The issue of Reinforced Autoclaved Aerated Concrete (RAAC) further complicates matters, with 234 education settings in England confirmed as having RAAC and 119 of these schools needing major rebuilding or refurbishment. It remains to be seen how the government will approach this pressing issue.
The government’s primary focus so far has been on other educational reforms, such as increasing teacher recruitment, introducing free breakfast clubs, and pledging to create 3,000 new nurseries within existing primary
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schools. While it seems unlikely that it would reduce funding on educational infrastructure, there is still no clear commitment at this stage. A new emphasis on public infrastructure
One area where we see more immediate and tangible changes is in the proposed updates to the National Planning Policy Framework (NPPF). These updates could provide much-needed support for planning applications related to education infrastructure projects.
In the draft NPPF, paragraphs 96 and 97 have been expanded to encourage not only the provision school places, but also the development of early years and post-16 education infrastructure. This broader scope is significant as it suggests a more holistic approach to supporting educational needs, encompassing nurseries, special education needs (SEN), and further and higher education institutions.
Moreover, paragraph 98 of the draft NPPF has been revised to place “significant weight” on the importance of new, expanded or upgraded public service infrastructure, including education buildings, in planning decisions. This revision is helpful because planning applications, including for new educational facilities, often involve balancing multiple competing interests. The added emphasis on the importance of educational infrastructure could tip the scales in favour of approval, particularly where there is clear need for improved facilities. As a planner, it will be interesting to see how this plays out in real situations and applications.
The explicit support for a wider range of educational facilities and the greater value placed on these projects within NPPF should be helpful when seeking approval for projects that address not just immediate school place shortages or improvements but also broader educational needs within communities. Consultation on the new NPPF closes on 24 September 2024 and is expected to be formally in place shortly after. However, when it comes to spending commitments there are a lot of ifs, buts and ‘possibilities’ in all of these statements, and as a fundamental sector in the economic development of the UK, our educators and educational planners could do with more certainty.
September 2024
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