Is English really
enough?
Isabella Moore
CILT, the National Centre for
Languages
Nuffield Inquiry Recommendations
Designate languages as a key skill
Drive forward a national strategy
Appoint a languages supremo
Raise the profile of languages
Give young children a flying start
Improve arrangements in secondary schools
Reform organisation and funding of languages in Higher Education
Develop huge potential of language learning in adult life
Establish a national standards framework for describing and
accrediting language competence
Coordinate initiatives linking technologies and languages
Our starting point
A languages deficit
Low capability (35%), but great enthusiasm (77%)
9 out of 10 children stop learning languages at 16
Employers ambivalent
Decline at university
Accelerating drop out post-16
Statutory 11-16 (but issues of motivation)
Little or no primary provision
The 1990s paradigm of languages
for all
Specialists
(A-level)
Professionals
(FLAW / BTEC)
16+
GCSE (National Curriculum) 11-16
Sporadic 5-11
16+ take up (GCE/CSE and GCSE)
600000
500000
400000
300000
4
200000
100000
0
1965 1975 1985 1995 2005
A-level take-up
50000
40000
30000
20000
10000
0
1965 1975 1985 1995 2005
Languages at A level
8%
7%
% of total A level candidates
6%
5%
French
4%
German
3%
Spanish
2% Other
1%
0%
1999 2000 2001 2002 2003 2004 2005
Percentage of French, German & Spanish A level entries,
as a proportion of the total number of A level candidates
HE first degree courses: French and
German, 1996 to 2005
7000 French German
6000
5000
4000
3000
2000
1000
0
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Use of Languages
England & Wales (Avg. of %)
50% 45%
45%
40% 36%
35%
30%
25% 22%
20%
15% 12%
10% 5% 3% 3% 2% 2% 2%
5%
0%
se
n
e
ch
an
sh
an
ch
c
e
es
bi
lia
es
en
ne
ut
ni
m
si
ra
Ita
n
gu
us
pa
D
er
hi
pa
Fr
A
tu
G
C
R
S
Ja
or
P
Standards of Language Proficiency
England & Wales (Avg. of %)
Bilingual 9.6%
Basic 37.0%
Fluent 22.2%
Advanced
Intermediate
15.0%
16.2%
Major Milestones
Introduction of Comprehensive education (1970s) and the
generalisation of languages for all 1114
Development of Graded objectives in Modern Languages (1970
1990)
HMI reports
1983 and 1987 consultations and 1988 statement of policy on MFL
Introduction of a common examination (GCSE)
Statutory National Curriculum in Modern Foreign Languages
(1990)
CILT/NCC non statutory guidance on languages and special
educational needs (1992)
Vision
Lifelong skill
To be used for business and pleasure
Open avenues of communication and exploration
Instil broader cultural understanding
An essential part of being a citizen
Languages for All: Languages for
Life:
A Strategy for England
Three overarching objectives:
•To improve teaching and
learning of languages
•To introduce a recognition
system
•To increase the numbers of
people studying languages
Priorities
Balancing local, regional and national need
Primary entitlement - capacity and quality
14 – 19 redefining the landscape
Sustainable change
Models and multipliers
Working in partnerships
Dissemination
Rationalising filed forces
A new paradigm
Specialist Vocational Personal 14+
KS3 Framework 11-14
KS2 Framework 7-11
A new approach
1. Primary focus
workforce development
curricular innovation
building infrastructure and resources
2. Raising standards in secondary
More SLCs
KS3 Framework
CPD and networks
3. Support and coherence
The Languages Ladder: National recognition Scheme
4. Promotion and encouragement to all learners
The Languages Ladder is
The National Recognition Scheme for Languages
One of the three overarching aims of The National
Languages Strategy
Designed to endorse achievement in language skills at
all levels of competence for all ages in a wide range of
languages
The Languages Ladder - principles
Made up of 6 stages: each stage has graded steps
“Can do” descriptors for each skill at each grade
Speaking: Grade 3
“I can ask and answer simple questions and talk about my interests”
Recognition of individual language skills
Stand-alone qualifications for Listening, Speaking, Reading & Writing skills
Formal assessment available when the learner is ready
Several external assessment opportunities in an academic year
Assessment as an endorsement of achievement not as an
end of course “hurdle” – the recognition of success
Timetable for development
Autumn 2006
Additional languages within the first 3 stages - likely to be:
Arabic, Bengali, Gaeilge/Irish, Gujarati, Hindi, Modern Greek, Polish,
Portuguese, Russian, Somali, Swedish, Tamil, Turkish, Welsh and
Yoruba.
Advanced (stage 4) to be available in at least 3 pilot
languages
National Languages Strategy in Higher
Education - Recommendations
Formal designation of certain Modern Foreign Languages as
subjects of strategic national importance.
Possibility of instituting a notice period of 12 months before the
closure of any language departments offering undergraduate
teaching.
HEFCE, in conjunction with RDAs, should take a more active role
in examining the implications that falling languages provision may
have for student access at the regional level
Policy development
Tomlinson
14-19 Education and Skills White paper
Every child matters
Higher standards, better schools for all – more choice
for parents and pupils
Skills: getting on in business, getting on at work
Apprenticeship Task Force
Local delivery of national strategy
Co-ordination
• Retained funding
• People who make things happen
Collaboration
• Local planning and networks
• LAs, Comenius/RSG, SLCs, HEIs
• Schools – hubs and partnerships
Sustainable Workforce Development
• Recruitment
• CPD for classroom teachers
• Teaching Assistants, HLTAs and FLAs
• Primary/secondary partnerships
Resources
• QCA Schemes of work
• NACELL
Networks SLC Pathfinders
LEAs hubs
HEIs
ASTs Comenius
Centres
The National
Languages
FLAs Strategy ALL
Teaching
Non-specialist Business Assistants
schools RLNs RDAs
Implementation –
Mobilising and building the networks
SLCs Support other schools’ language programmes via outreach. Source
of expertise especially for Primary
Comenius Centres 20 sites currently planned with regional sub groups for Primary
Provide INSET, resources and information
LEAs £5m funding in 05/06 to co-ordinate primary activity.
Steer to link Languages to Primary Strategy and ASTs
HEIs 27 HEIs support networks of schools in Primary ITT
Supporting HEI/School Collaboration projects to deliver/promote
languages 14-19
Partners working with HEI (SST, CILT)
Employers Business Languages Champion Pilot in South-West ; discussions
with Education Business Partnerships and British Chambers of
Commerce.
Specialist Language Colleges
Specialism Solo Combined Second
Specialisms specialisms Specialism
Arts 385 21 17
B&E 201 12 3
Engineering 41 12 0
Humanities 60 11 12
Languages 213 9 1
Maths 206 19 10
&Computing
Music 15 5 5
Science 269 32 12
Sports 334 10 7
Technology 575 9 2
Combined 70
SEN 12
Trailblazers
TOTALS 2381 140* 69
Comenius Network’s mission
Consultation
Building contacts
Identifying and setting up key
structures
Facilitating delivery of National
Language Strategy priorities
Supporting policy development
and implementation
Intelligence gathering Leveraging funding
Language and capacity audit
Action
•Information dissemination
•CPD to teachers
•Training of trainers
Early Language Learning
Regional Support Groups
Redcar &
Cleveland
Yorkshire Rose
North West West Yorkshire
Greater Manchester South Yorkshire
Merseyside Nottinghamshire
Leicestershire East Anglia
Birmingham
Oxfordshire
Bristol Essex
London Central
West Country
West Sussex
Southampton &West Sussex
Hampshire
14-19 Learning Networks
• Comenius seminars
• Networking across the country
• CILT 14-19 National Conference
Primary Languages
A Rationale for Early Language
Learning
“Learning a language is…….Exciting! Fantastic! Magical! Useful!
Stimulating! Really, really, 100 x really FUN”
•Enjoyment and creativity
•Support for literacy and oracy
•Learning gains
•International understanding
•Integral part of Primary Curriculum not
bolt-on extra
Primary Entitlement
Every child should have the opportunity throughout
Key Stage 2 to study a foreign language and
develop their interest in the culture of other nations.
They should have access to high quality teaching
and learning opportunities, making use of native
speakers and e-learning. By age 11 they should
have the opportunity to reach a recognised level of
competence on the Common European Framework
and for that achievement to be recognised through a
national scheme
Support for Primary Languages
KS2 Framework for Languages
Provides a national reference point & learning objectives
for KS2 languages
Available in hard copy & online
Regional Briefings
In all nine regions of England from February
Training for Trainers
18 funded training sessions for teachers across England
Primary Languages - “The Training Zone”
Online, supports the Framework with interactive materials for
leaders, teachers & trainers, including video & audio examples of
best practice
Support for Primary Languages
Schemes of Work
QCA is producing Schemes of Work for Years 3-6
in French, German & Spanish
Will be freely available and online
Advisory not statutory & can be adapted by schools
French available from Oct 2006; German & Spanish from Oct 2007
Professional Development
Introductory training courses for Teaching Assistants & Higher Level
Teaching Assistants who already have language skills
Materials free to download from the internet
KS2 Framework for Languages
Five strands
• Oracy
• Literacy
• Intercultural understanding
• Knowledge about language
• Language learning strategies
Principles
• Climbing frame, not cage
• Languages as integral part of primary curriculum,
not bolt-on extra
Support
• Guidance documents
• Planning and case studies (from 2006)
Early Language Learning in Specialist Language
Colleges
The ELL-LC project
Has been running since October 2002 and now involves190
SLCs and their primary partners
Project support includes:
Annual launch and dissemination conferences
National and regional face-to-face support e.g. seminars and
workshops from CILT specialist advisers
Electronic and telephone support from CILT specialist Language
Teaching Advisers
A comprehensive “training trainers” programme
Straightforward reporting and feedback
Primary – Progress to date
Workforce Over 2000 new teachers by July 06 (rising to 6000 by 2010);
Draft CPD modules for French, German and Spanish;
Languages training module for HLTAs / TAs developed and piloted in 04/05;
FLA programme revitalised and expanding into primary;
Training course for trainers
LAs 19 Pathfinders covering almost 1200 primary schools, 74,000 nursery & KS1/2
pupils, 7 special schools, 141 secondary schools, 86 Specialist Colleges;
Ofsted feedback on Pathfinder inspections positive;
£5m funding distributed for 2005-6 between all LAs for coordination
Regional Comenius network of advice, information and resources centre growing substantially
support –22 partners in 2006-07;
75 Primary Regional Support Groups from 2006-2007
KS2 Framework Publication and launch October 2005
for Languages Further support and “TRAINING ZONE” in 2006
Coverage 2005 - 56% of primary schools offering languages in some form – up from 44% in
2003 and 21% in 2001
Proportion of schools making
languages optional
80%
70%
60%
50%
40%
30%
20%
10%
0%
2002 2003 2004 2005
Sep-02 Sep-03 Sep-04 Sep-05
Series1 25% 43% 65% 75%
Making Entitlement a Reality
Setting a benchmark
– 50% minimum
– rising to 90%+
Reporting to Ofsted
Reporting to parents/school profile
Monitoring
Factors affecting take-up
Attitudes
– relevance
– progress they feel they are making
– enjoyment
Senior Management support
The option system
Courses and qualifications
Which languages?
Promotion
FE
– mainly optional element within vocational courses
– regional variations
Meeting the Challenge
Advocacy: Redoubled efforts to convince:
– pupils, heads and governors
– parents, press and politicians
Training and development for careers teachers
Curricular reform
– Linking across curriculum
– New languages
– Meanings that matter
– Diplomas
New modes and formats of delivery
– Content and language integrated learning
– Language days
– Links and partnerships
– Fast tracking
– Vocational courses: employability
Innovation
Fast tracking
Vocational courses
Level 1 courses
New qualifications – Asset languages
New languages
Content and language integrated learning
New formats (eg language days)
European projects
Links and partnerships
14-19 Specialised Diplomas
Phase I in schools/colleges September 2008:
Phase 1 Specialised Diplomas will all include
languages
Built Environment, ICT, Engineering, Health &
Social care, Creative/Cultural/Media
Sector Skills Agreements
Sector Qualifications Strategies
Diploma Development Partnerships
Employer consultation, draft content, Awarding
Bodies
Languages
Work*
Making the case for languages
To Heads and
Governors
To Parents and the local
community
To other staff
To pupils
Business language champions
14-19 Learning Networks
• all sectors
• all students
• all abilities
• using e-learning
• replicable models
• expanding choice
• in each of the nine government regions
• impacting locally, regionally and nationally
• focussing on all forms of language provision 14-19
Languages and Sport
Loughborough College
A network of FE Colleges
developing language
content for Sports course
Linking with Youth Sports
Trust to help specialist
Sports and Language
Colleges to work together
National programmes for
languages and sports
Co. Durham schools
developing e-learning
AS/A Level course with
video conferencing
Liaison with other
regions to develop
model for replication
TEESDALE
SCHOOL
Tile Hill Wood School and
Language College, Coventry
•Working with local consortium
•Regional conference 28 June
CLIL
(Content and Language
Integrated Learning)
Growth in use
USE OF ICT IN AREAS OF THE CURRICULUM – SECONDARY SCHOOLS
2002 2003 2004
Subst- Little/ Subst- Little/ Subst- Little/
Some Some Some
antial none antial none antial none
(%) (%) (%)
(%) (%) (%) (%) (%) (%)
Art & Design 13 60 27 17 63 20 26 62 12
Citizenship n/a n/a n/a 4 50 46 8 52 41
Design & Tech. 54 42 3 62 35 3 66 30 3
English 16 64 19 19 69 12 24 63 14
Geography 20 65 15 22 66 12 30 61 9
History 11 61 28 15 65 20 21 63 16
ICT 98 1 1 99 1 - 99 - 1
Mathematics 24 59 17 31 57 11 41 51 8
MFL 17 57 26 20 60 20 28 55 17
Music 23 48 29 24 51 25 29 49 22
PSHE n/a n/a n/a n/a n/a n/a 7 50 44
Physical ed 2 31 67 3 38 59 7 45 48
Religious ed 5 50 45 6 55 38 11 53 36
Science 33 61 6 41 54 4 49 46 5
Language policy in Wales
The policy document for MFL in Wales is Languages Count.
MFL is compulsory in maintained schools from 11-14.
There are no binding targets for KS4 take-up within schools.
Welsh is compulsory, either as a first or second language, in all
maintained schools in Wales from age 5-16.
At GCSE level provision can take the form of a full or half course,
with both First and Second language exams being available.
Post-16, MFL or Welsh form a small part of the compulsory core of
the Welsh Baccalaureate Qualification, which is currently being
piloted in a number of schools and colleges around Wales.
The only formal requirement for MFL and Welsh from KS2-3 is
teacher assessment at the end of KS3.
League tables have also been abolished.
Language policy in Scotland
Strategy for modern languages strongly influenced by the report
‘Citizens of a Multilingual World’ (2000)
The Scottish Executive response (September 2001) was generally
favourable and included special funding for further languages
innovation in schools.
Partly as a result of this encouragement, numbers continuing to take
a modern language to age 16 at school have generally remained
high, though the numbers proceeding beyond that age to take a
Higher and beyond remain only approximately half of what they
were in 1976.
Since 2001, some concerns have been raised concerning the extent
to which a modern language will be taken by the majority of students
to the end of S4 (age 16).
This is because a greater degree of flexibility, as in England, is
being encouraged within the school curriculum as a whole.
This could well lead some headteachers to favour languages as an
optional rather than compulsory subject from the end of S2 or even
S1.
Language policy in Northern Ireland
No Language strategy yet in Northern Ireland
Ideas from Wales may be taken on board to provide for Irish Medium (Immersion )
education.
There is no entitlement to primary languages, but a ‘recommendation’ has been
included in current curriculum review.
All pupils do a language at Key stage 3. Languages will be optional at KS4
Grammar schools are likely to retain a compulsory language for most or all pupils
at KS4. Secondary schools are likely to drop the compulsory language at KS4, in
some cases altogether.
Schools must currently offer one of French, German, Spanish or Italian before
they can offer Irish.
There is a growing Irish medium (Immersion) sector.
Numbers have remained fairly stable at GCSE. German is declining rapidly,
Spanish increasing. French, Irish stable.
Reasons for losing business
England & Wales (Avg. of %)
Errors in
Problems with
translations/
Lack of cultural agents and
affinity 10% Other 1% interpreting distributors
10%
Lack of 10%
confidence 12%
Phone and
Exhibitions and
switchboard
trade fairs 8%
11% Inability to
Enquiries not
capitalise on
followed up
opportunities
15%
23%
Barriers to Trade: Language & Culture
These findings are broadly comparable across all parts of
Britain: England and Wales (language: 46% and culture: 20%);
Scotland (language: 50%; culture: 17% – although the sample
is small) and Northern Ireland (language: 38% and culture:
24%). They also concur with the findings of the Metra Martech
language study, where 44% of exporters viewed languages as
at least a partial barrier to trade.
The British Chambers of Commerce analytical
framework
Opportunists, who just respond to approaches from foreign clients
rather than initiate business developments, most often failing to adapt
and localise their product to their market and communicating only in
English.
Developers, who tend to adapt their products and services more readily
to foreign markets but remain reactive towards export development and
communicate in English.
Adaptors, who make an effort to adjust their products and services to
their foreign markets, have sales literature in the customer’s languages
and have penetrated a wide range of markets.
Enablers, who are proactive in their exporting, consciously select
markets and adapt their products, services and literature to meet the
markets. They place a great deal of importance on staff within their
business having foreign language skills.
Talking world class