Mfl policy

All images © Mat Wright

www.britishcouncil.org/eTwinning @eTwinningUK

Where are we currently?

Where do we aspire to be?

How do we get there?

Suzi Bewell / Vicky Gough

UK Language Education Policy

THE CURRENT CLIMATE



British Academy: Born Global March 2016

The report highlighted the importance of language capability, a global mindset and cultural competence as essential attributes for future employability.

http://www.britac.ac.uk/born-global





Born Global ‘The Born Global Generation will be even more internationally mobile, tech savvy, cosmopolitan and hyper-connected. It is from this generation that we will source future leaders of local and global companies, building the social fabric of our communities and networks worldwide [...] The key to success will come from cultural and intellectual agility, arising from international experience and the ability to speak more than one language.’

Bernardette Holmes, head researcher of Born Global



Born Global

Competence in another language besides English is as vital a skill for working life as the scientific and technological skills that are regarded as so important for Britain’s future.



Language Teaching in Schools Report June 2016

Spanish lessons are booming in schools across England despite the general

decline of modern foreign languages taught in classes.

While children learning French or German has dramatically declined from the

previous two decades, pupils learning Spanish at GCSE level has increased from

29,000 to 85,000 between 1995 and 2015.

Students taking Spanish A-level has also risen from 4,095 in 1996 to 7,608 in

2015, according to a recent House of Commons Library research paper on

language teaching in English schools written by Robert Long and Paul Bolton.

http://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7388

http://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7388



Tinsley, T. and Board, K. (2016). Language Trends 2015/16: the State of Language Learning in Primary

and Secondary Schools in England. 25 August, 2016

www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2016/r-language-trends-

2016.PDF

http://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2016/r-language-trends-2016.PDF










Language Trends 2015/16

The vast majority of respondents from primary schools believe that teaching languages in Key Stage 2 broadens pupils’ cultural understanding and confidence, improves literacy and prepares them for the world of work.

‘Countries need to invest in educating their youth in cross-cultural competence skills, wherein foreign language proficiency should not only be desirable, but mandatory.’



Language Trends 2015/16

[…] in a volatile global context, language competence provides an important means of understanding the wider world and the cultural differences among the people who inhabit it. State sector comment: ‘[It is] too difficult to get A* and quite limited in scope. Not enough opportunity to explore the culture of the countries which speak the language studied.’



What languages are taught at KS3 and 4 ?

KS3 KS4 Post 16

French 94% 93% 79%

Spanish 69% 70% 60%

German 48% 50% 48%

Latin 7% 8% 5%

Chinese 4% 5% 5%

Italian 4% 6% 6%

Arabic 1% 1% 0%

Russian 1% 2% 2%

Japanese 1% 2% 3%



How Spanish is the only foreign language growing in

popularity in English schools

May 2016

http://www.telegraph.co.uk/news/2016/05/16/how-spanish-is-the-only-foreign-language-growing-in-popularity-i/









‘Language skills ‘more vital than ever’ British Council, November 2016

Language skills are ‘more vital than ever’ if the UK is to remain

‘outward looking’ and ‘open for business’ in the run up to Brexit, new British Council research has revealed.

In a survey of over 2,000 UK adults, the majority saw the ability to speak foreign languages as being essential if the UK is to successfully reach out to other countries (63 per cent) - and guarantee continued trade and investment (61 per cent) – in light of the result of the EU referendum.

https://www.britishcouncil.org/organisation/press/language-skills-more-vital-ever




‘Language skills ‘more vital than ever’ British Council, November 2016

There was overwhelming support for opportunities that allow young people

to experience other languages and cultures – 69 per cent of respondents said that school exchanges and schemes like Erasmus+ should remain open. This rose to 74 per cent amongst 18-24 year olds, highlighting the value that young people themselves place on international experience.

Vicky Gough, Schools Adviser at the British Council, said: “As the UK comes

to reposition itself on the world stage, language skills matter now more than ever. And with the country already facing a languages shortfall, we must do everything we can to encourage more people to acquire these vital skills.

“The reality is that speaking another language not only boosts job prospects but also allows you to connect with another culture. If the UK is to remain globally competitive as we prepare to leave the EU, language learning must become a national priority.”





MODERN FOREIGN LANGUAGES PEDAGOGY REVIEW

18 November 2016 “This report recommends direct, sequenced

teaching of vocabulary, grammar and phonics, planned practice leading to fluency and accuracy

in use, and horizon-widening subject matter.”

Ian Bauckham, Teaching Schools Council

https://www.tscouncil.org.uk/wp-content/uploads/2016/12/MFL-Pedagogy-Review-Report-2.pdf





The current climate

In 2016, only 34% of all pupils at the end of key stage 4 achieved an EBacc language GCSE at A*-C grade and only 49% entered a language GCSE. And the proportion of all pupils taking a GCSE in two languages (which includes heritage or community languages) was 4.4%3. The very low number proceeding from GCSE to A level threatens the continued supply of teachers and professional linguists.



The current climate

Teachers […] encounter negative attitudes to their subject area from some pupils, who see languages as difficult, and from parents who had a poor experience of studying languages at school. Languages consistently appear in surveys as pupils’ least favourite subject in secondary school.



The current climate

In French, German and Spanish the percentages of boys who achieved

A*-C grades were respectively 11%, 5% and 8%



High quality MFL teaching High quality teaching informed by strong knowledge of languages pedagogy is key for strong pupil take up and achievement. There is some evidence to suggest that the current quality of language teaching in schools across England is inconsistent. Ofsted’s 2015 report, ‘Key Stage 3 the wasted years’, found that, in just under half of languages lessons observed, teaching was not good enough and pupils were not being sufficiently engaged or challenged.

https://www.gov.uk/government/publications/key-stage-3-the-wasted-years






KEY RECOMMENDATIONS The content taught through the new

language should be stimulating and widen pupils’ knowledge of the culture, history and literature of speakers of the new language, without compromising the necessary sequencing of vocabulary and grammar.

http://schoolsweek.co.uk/teach-languages-for-three-hours-per-week-report-demands/




KEY RECOMMENDATIONS

Teachers should select textbooks on the basis of how well they support a planned approach to teaching vocabulary, grammar and phonics. They should be supplemented by additional, attractive resources, including ICT and reading resources.





KEY RECOMMENDATIONS Pupils should be taught to pay attention to

the detail of meaning through translation, and should extend the range of their vocabulary and understanding through reading short texts and literature. They should have opportunities to interact with native speakers, both in person and through video links.





Using enriching and stimulating material, including reading material

The message that their new language communicates something important, interesting and meaningful, and helps them make new friends, engages pupils in ways that extend beyond the classroom. Many schools form partnerships with others in a country in which their main foreign languages are spoken, and maintain this through video links and, where possible, personal contact.



Using enriching and stimulating material, including reading material

Such material should be stimulating and chosen to extend pupils’ knowledge and widen their perspectives. Using the new language to teach pupils about the history, culture, and literature of the new country or countries is a very effective way to do this. A similar approach is used in Latin courses, where the language which is being systematically taught is at the same time used to teach pupils about Roman life, culture and history to convey interesting material and broaden horizons beyond what pupils bring themselves.



Questions for your consideration • What steps have been taken [in your MFL department] to

ensure that the content mediated through the taught language is stimulating, enriching and broadens pupils’ horizons?

• Are there ample opportunities for pupils [in your MFL

department] to engage with ‘real’ speakers of the languages being taught? For example is this using visits, where possible, internet and virtual communication opportunities, or other opportunities such as foreign language assistants?

https://todaysmeet.com/BritishCouncilMFL

https://todaysmeet.com/BritishCouncilMFL



#eTuk15




Solutions: Support for Spanish http://www.mecd.gob.es/reinounido/portada http://londres.cervantes.es/en/culture_spanish/culture_spanish.htm http://ntic.educacion.es/v5/web/ninos/

http://www.mecd.gob.es/reinounido/portada




http://londres.cervantes.es/en/culture_spanish/culture_spanish.htm



http://ntic.educacion.es/v5/web/ninos/





Support from your subject association: ALL

http://www.all-languages.org.uk/ http://www.sec-ed.co.uk/blog/a-shout-out-for-our-subject-associations/

http://www.all-languages.org.uk/




http://www.sec-ed.co.uk/blog/a-shout-out-for-our-subject-associations/




















Solutions: Language Futures Broadening Language Provision and Creating Independent and

Engaged Language Learners Language Futures is an exciting approach for schools interested in developing languages beyond the classroom. Its core purpose is to generate deep engagement with learning and to encourage learners to take responsibility for their learning both within and beyond the classroom. Increasing motivation and engagement are integral to the approach with learners not only choosing the language they wish to learn, but also exercising choice in elements of what and how to learn.

http://www.all-languages.org.uk/teaching/language-futures/



Solutions: Language Futures Originally a KS3 approach, primary schools are now adopting the Language Futures approach to: • Broaden language provision and promote linguistic diversity. • Celebrate pupils’ home languages. • Increase creativity and cross-curricular links through project-based

learning. • Maximise the time devoted to the study of primary languages. Languages being offered at Primary using the Languages Futures approach currently include: Finnish, German, Italian, Mandarin, Russian, Spanish and Turkish.



* British Council and MFL

We bring international opportunities and experiences to UK schools, helping bring the world into the classroom, enriching education, providing opportunities for international benchmarking and giving young people the skills they need to work in a Global economy and contribute to a Global society.

We champion languages and intercultural skills at the heart of a world-class curriculum, enabling pupils to learn from their peers around the world, and bringing languages to life.



How can the BC support you?

-School partnerships - eTwinning

-Language assistants

-Resources

-ISA award

-CPD

-Funding – Erasmus +



THE MANDARIN EXCELLENCE PROGRAMME

The Mandarin Excellence Programme is a new intensive language

programme, funded by the Department for Education, which will see at

least 5,000 school pupils in England on track to fluency in Mandarin

Chinese by 2020.

Delivered by the UCL Institute of Education in partnership with the British

Council, the nationwide programme will offer students an unprecedented

opportunity in terms of language provision.

In being the most widely spoken language in the world, Mandarin

Chinese is recognised as one of the most important languages for the

UK’s future. The programme therefore provides a fantastic opportunity for

students to acquire vital language skills at an early stage – something

essential for work and for life in an increasingly connected world.

https://www.britishcouncil.org/education/schools/support-for-languages/partnerships-courses-resources/mandarin-excellence-programme



• Students on the programme will study eight hours of Mandarin Chinese every week – including four hours of classroom taught lessons – with selected groups of pupils beginning from Year 7.

• The programme is open to all secondary schools, but funding to support development is only available for state-funded secondary schools.

• More information and an application form for schools interested in participating in the programme can be found here: http://ci.ioe.ac.uk/mandarin-excellence-programme



Solutions: Make time for languages Embedding language in the school

Promoting the value of language learning

Cross curricular activities

After school activities

Visits and exchanges

ICT and apps



Solutions: Start younger! January 2017

‘Starting sooner would undoubtedly help. Around the same time as

languages were dropped as a compulsory GCSE in this country, regional governments across Spain adopted the highly successful bilingual schooling system at both primary and secondary level. They are now reaping the benefits; there has been a significant improvement in not only students' language skills, as would be expected, but also in their grades across the board.

At secondary school level, students have been consistently scoring higher

in all subjects since the introduction of the bilingual system. It seems that if we want the same success for British students, languages must be integrated into the curriculum much earlier, so that it becomes normal to communicate in a language other than English. That way, by the time they reach GCSE, students won't need to think twice about taking their languages to the next level.’

https://www.youtube.com/watch?v=Rg7mTm2UHWU

http://www.telegraph.co.uk/education/2017/01/17/making-languages-non-compulsory-gcse-step-backwards/

https://www.youtube.com/watch?v=Rg7mTm2UHWU



Why these UK school kids love learning languages

https://youtu.be/Uz4M0pE5tro

https://www.youtube.com/watch?v=Uz4M0pE5tro








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www.pollyglotlanguages.files.wordpress.com/2015/07/joe-dale-vive-la-rc3a9volutionlinguistique-au-royaume-uni.pdf

https://flipboard.com/@joedale/uk-language

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