Sir Trevor McDonald, Chairman of the Nuffield Languages Inquiry, commented on the Nuffield reaction to the government's proposal for languages as outlined in the 14-19 Green Paper and the accompanying pamphlet Language Learning. Given that the government 'had indicated on several occasions their intention of developing a coherent strategy to address the issues raised by the Inquiry', Sir Trevor said:
"It came as something of a shock to read of the proposal in the Green Paper to remove languages from the core curriculum after the age of 14, reducing the statutory provision to just three years. What clearer message could there be that the Government believes languages to be no more than an optional extra? This would be a major setback to foreign language learning in this country."
He expressed concern that "what will happen is that many children - children of all abilities - will opt out of learning a language... just as they would opt out of learning maths if given the same choice." He went on to talk about the uncertainty behind the proposed "entitlement to language learning for primary school children by 2012", saying that "we urgently need to know what precisely it will mean in practice." He concluded:
"Let's give our children the same start [as children from other European countries] and make sure they all truly have a world-class education that prepares them for life in a global society where mobility and flexibility will be at a premium."
Monsieur Daniel Bernard, S. E. l'Ambassadeur de France au Royaume-Uni, talked about the situation in France and his wish to support developments in the UK. He described the world of today as "a place where political, economic and personal relations are ruled by global communication. Furthermore, plurilingualism and cultural diversity need to be safeguarded not only to protect individual identities but also to guarantee the opening of the mind to otherness."
Languages are now a national priority in France: by 2005 every child entering primary education will learn a language for the whole course of his/her schooling. M Bernard continued:
"The take up of a compulsory second language at the entrance into secondary school will become the norm as from September 2005. Every child entering secondary school will then start learning a second language and pursue the study of the language studied for five years at primary level. Diversification is encouraged and facilitated so that language learning encompasses a variety of models, including community and regional languages."
Measures include:
- a 100% increase in the budget devoted to language teaching
- the introduction of a «language specialty» for initial training of primary teachers
- the tailoring of existing programmes such as the Foreign Language Assistants (FLA) Programme to meet urgent needs
- a new curriculum for primary education, including specific recommendations for languages
- the development of a website by the Centre International d'Etudes Padagogiques (CIEP) aimed at primary language tutors
- international partnerships and initiatives to promote teacher training in languages
Hugh Morgan Williams, Chairman of Canford Group plc and of the Languages National Training Organisation, presented the case for improving the national language capability from an economic perspective and stressed the danger of reducing opportunities for young people in an increasingly global world. He pointed out that a 1% increase in exports was worth £2 billion to the UK economy. Yet, an estimated 20% of potential orders are lost due to lack of linguistic competence.
Lord Quirk, Vice Chairman of the ESU English Language Council, expressed his fear that the government's proposals to cut back post-14 language learning would lead to a dangerous gap in provision. He said that it is already evident that there are easier ways for teenagers to gain the grades they need for university entrance than by learning languages.
Dr Colin Niven, Headmaster of Alleyn's School, endorsed the opinion expressed by others that language learning played an essential role in encouraging cultural understanding. In Dr Niven's opinion, allowing too much choice for teenagers is a mistake, and we will be misjudging human nature if we believe they will make the appropriate choices.
In the subsequent open discussion the following issues were raised:
- Languages should be regarded as an essential skill for the 21st century – an integral element of both academic and vocational pathways and a requirement for entry to Higher Education.
- The UK is a member of the European Union and our economy is integrated into that of the other member states. There will be a high price to pay if we do not have the linguistic competence to play a full part.
- Political will and direction from the top is necessary to bring about change. A parallel was drawn with the major changes made over the past ten years to develop the provision of Information Technology.
- There is evidence of young people from the UK willing but unable to take up their entitlement to EU mobility because they do not have the requisite language skills.
- An early start to language learning is a highly desirable objective, necessary to build the foundations for learning in later years. Discussion on this topic was linked to the urgent need for a definition of the term 'entitlement' in the Green Paper.
- Children understand full well that if something is important adults will insist that it is done. The proposal to present 13-year-olds with the choice of opting out of language learning will indicate to them that language learning is not important.
- We need to harness the rich resource found in the ethnic mix of the UK to teach global languages, for example, Arabic. This would not only offer the benefit of wider experience to pupils but could also promote greater inter-cultural understanding.
- The importance of languages should be widely promoted in order to motivate young people to learn languages; good careers advice and information should be made available. However, the motivation to learn is not always the missing factor, and promotional activities will not achieve major change unless our education systems and structures are improved.
- If schools are to be instrumental in developing a languages provision, then school governing bodies need to be approached.
- Higher Education institutions are experiencing serious difficulties in maintaining their language departments. A range of reasons was put forward for such difficulties.
- Enthusiasm was shown for a new scheme for recognising capability and achievement in languages. The enthusiasm was, however, tempered with concern that such a scheme could be exploited to sideline language learning and relegate it to an extra-curricular activity for the few.
- The status of the 14-19 Green Paper was queried, given that it differs in tone from previous Green Papers and has characteristics of a White Paper.
Baroness Ashton replied to these points made during the discussion. She reiterated that the Green Paper is a consultation document and urged guests to contribute formally to the consultation process. She affirmed that she would deliver a strategy for languages by the autumn.
