CfBT Education Trust has now published the results of the Language Trends Survey 2012, a national survey of primary and secondary schools, revealing the multiple challenges for languages within the new English National Curriculum.
The ‘Language Trends’ report shows that while foreign language teaching is already a reality in most primary schools, there is a very wide spectrum of practice and a lack of consistency in both approach and outcomes. Teachers need further training and support as the subject becomes statutory in September 2014, particularly in those schools where provision is currently least developed.
The report reveals a disconnect between the primary and secondary systems which means that the vast majority of pupils do not experience continuity and progression as they move from Key Stage 2 to Key Stage 3. Secondary schools cannot cope with the diversity of pupils’ language learning experiences in Key Stage 2, and it is not on their agendas to do so.
The survey confirms the impact on languages of the introduction of the English Baccalaureate as a performance measure: many schools are now making languages compulsory up to GCSE for some pupils, or strongly encouraging them to opt for language subjects. However, schools are not planning any further measures to increase take up and while the EBacc may be starting to ‘close the gap’ for bright pupils in more disadvantaged schools, less academic pupils are often discouraged from taking language subjects.
Teachers of languages in both independent and state schools would welcome reforms to GCSE and A level examinations which would encourage steady progression in the acquisition of language skills and improve pupil motivation. They would like to see wider recognition of the value of language learning as an essential tool for success in the modern workplace.
Tony McAleavy, Director of Education at CfBT, said:
‘A recent international study showed that English pupils were significantly behind their international peers in terms of foreign language learning. If we are to turn this situation around, we must capture the opportunity provided by the introduction of foreign languages into the primary curriculum, linked to the aspiration for improved standards in the reformed GCSE and A levels’.
Linda Parker, Director of the Association for Language Learning, said:
‘Pupils are being disadvantaged by systems which are not putting the need for a continuous, positive and motivating language learning experience at the heart of planning. The introduction of the new National Curriculum provides an excellent opportunity for families of schools to look again at their arrangements for languages and work together so that more pupils can take a useful level of foreign language with them into their future careers.’
Nick Mair, speaking on behalf of the Independent Schools’ Modern Language Association, said:
‘Teachers in both the independent and state sectors are desperate to see their subject being given greater consideration by school management in the planning of timetables, and to have the freedom to impart a true love of languages to their pupils, instead of a relentless focus on exam syllabuses and grading systems which are flawed. Only then will we start to reap the benefits of improved language skills for our economy and society as a whole.’