Rising Demand for English as a Foreign Language Reveals Spain’s Biggest Educational Bugbears
Today we welcome back guest blogger Eve Pearce, with an interesting article about the demand for language learning in Spain, and its implications for the future.
It is rather ironic that while numbers of Brits studying a foreign language to A-level have dropped dramatically over the past few years, nearby Spain – officially out of one of the deepest recessions in its history but still struggling in terms of its high rate of unemployment – is undergoing a veritable boom in foreign language study, with the English language taking pole position, since some 78 per cent of all job offers demand this language from successful candidates.
The Spanish crisis, which has rocked the nation since its commencement in 2008, has also led to a greater demand for German and French language learning, since many Spaniards are considering migrating to these countries given the bleak economic forecast. In many private nurseries and schools, the study of Chinese is all the rage as well, since parents see this language as the difference that could make or break their child’s job application in the future. This level of competition is only logical, since the forecasted unemployment rate for 2014 stands at 26.4 per cent of the population. Vice-President of the European Commission and commissioner of Economic and Monetary Affairs, Olli Rehn, recently declared that although the unemployment rate in Spain has stabilised, it continues to be “unacceptably elevated”. The situation, he claimed, was similarly bleak in Italy.
Interestingly, despite the general consensus as to the value of learning foreign languages, the Mayor of Madrid, Ana Botella’s recent address to the Olympic Committee during Madrid’s bid to host the 2020 Olympics was deemed by many to be representative of the current failure of the public educational system to meet the demand for spoken English at an acceptable and truly functional level. In many ways, this is owing to the small number of hours dedicated to English in the public system curriculum, as well as the heavy focus on textbook-style teaching (which leans heavily on grammatical exercises) rather than on fluency and bilingualism/multi-lingualism. As a result, while most students are able to successfully complete intermediate-level exercises (involving the use of the simple past tense and conditionals, for instance), they are far less comfortable when asked to speak in public or to conduct business by phone. Meanwhile, those who are able to afford it are relying more on private classes with tutors, who are able to offer students conversational practise, one of the most sorely lacking activities in many schools and academies. Many adults (who are also flocking to EFL academies or completing online courses) frequently lament not having adequately learned English at the optimal point of their lives (i.e. in their early childhood) and now, more than ever, dreams of moving to greener pastures are being put on the back burner owing to this glaring failure in the system.
What, then, is the solution for this crisis-struck nation, at least in so far as language learning is concerned? There are a number of measures educators and those governing alike need to adopt, some of which may be:
An increase in the hours dedicated to English
If students are to gain the confidence they need to speak fluently in a variety of both social and professional settings, schools should consider not only elevating the number of hours dedicated to learning English, but also, perhaps, taking a leaf out of the book of many costly British and bilingual (Spanish-English) schools, where core subjects such as mathematics and science, are also taught in English. It is of great utility for students to be confident when counting in English and to learn to solve practical problems they can encounter in daily life in a second language (e.g. dividing into fractions, comparing items by weight, adding and subtracting, etc).
Learning other subjects in English also wrests from the necessity of contracting separate ‘conversation’ classes, since students grow accustomed to expressing their thoughts in English in a more effortless manner. During his time in office, ex-Spanish President, José Luis Rodríguez Zapatero acknowledged that the flawed system of education in English was an “evident problem“, and vowed to implement new strategies into his government’s education plan. In Madrid, one in every three public schools offer between 30 and 50 per cent of their classes in English or another foreign language. The aim is to raise this figure to one in every three schools by 2015. Interestingly, neither Zapatero nor current President, Mariano Rajoy, speak English.
Government-funded EFL classes for mature-aged students
Greater access to classes run by fully qualified EFL teachers will not only help unemployed adults hone their language skills, they will also promote spoken English within the home setting, which is bound to benefit children in both a direct and an indirect manner.
The provision and adoption of useful materials in class
As spoken and listening skills are the biggest stumbling blocks for most students, the encouragement of learning through audio-visual material (films, songs etc.) should be encouraged, to increase levels of comprehension.
Specialised teacher training
Although the number of bilingual schools has increased in recent years, the number of truly bilingual teachers is currently insufficient to meet the demand. Therefore, an investment should be made in encouraging teachers to complete courses in English-speaking countries, which ensures that they will obtain the sufficient level of fluency required to elicit the same from their students.
The solution to the Spanish crisis may lie in the distant future, yet there seems little reason to wait so long for the adoption of new methodologies when it comes to learning foreign languages at school. Recent budget cuts to the Department of Education, however, have seen the country take a turn for the worse in so far as public schools teachers’ salaries and University costs are concerned, leading us to wonder if the government is willing to back the admitted need for improved language learning, with the necessary funding. Investment in education is always wise, but it is no less than crucial in times of crisis.
Eve Pearce
The Footballer’s Hidden Skills
‘Footballers are a bit dumb.’ This is a general assumption that has existed for as long as I can remember. It also makes it a little easier when you think about the vast sums of money that most get paid. However, what would happen if they suddenly stopped receiving these large weekly amounts? This may sound a little bit of an irrelevant question but this is exactly what happened to many footballers on the continent earlier this year. With arguments about television rights in Spain many of the smaller clubs from La Liga (Spain’s equivalent to the English Premier League) owed players over three month in wages. It would have been a stark realisation for many of these young players that it did not matter if you earned €100,000 a week or €100, rent and mortgages still need to be paid on time, whether you are a footballer or not.
In this case a players’ strike at the start of the season garnered support and action for many of the affected footballers. It got me thinking however, what other attributes do these players have to use in the ‘real’ world? Could a job in languages be a realistic goal?
If you take the Premier League for instance, there are 72 different nations represented. Now remove Britain, Ireland, America and a couple of other Commonwealth countries; that leaves representatives from 64 separate countries without English as their first language. Considering that the vast majority are now bilingual this is already an impressive item to add to their CV, but if you look at a select few they could shine in a multilingual environment:
Thierry Henry (NY Redbulls) – 4 – English, Italian, Spanish and French
Cesc Fabregas (Barcelona) – 4 – English, French, Catalan and Spanish
Zinedine Zidane (France) – 3 – English, Spanish and French.
The most I can seem to find, however, goes to our local Fulham centre back and Swiss international Philippe Senderos, who speaks six languages (English, French, Spanish, German, Italian and Portuguese), a total that many professional linguists would struggle to contend with.
In a small attempt to dispel the notions that the British are completely monolingual I would like to mention Gary Lineker (English, Japanese and Spanish), Owen Hargreaves (English and German), David James (English and Spanish) and Sol Campbell (English and French).
The variety of languages in the English League alone can lead to problems within teams and especially within management. Chelsea is a prime example where language skills have come to the forefront of the players’ regime. With a multitude of spoken languages, the first ruling of Andre Villas Boas (the current Chelsea manager) was to state that only English was to be spoken at the club, to bring a common language to the players who would otherwise separate into groups based on their mother tongue.
With Villas speaking four languages himself, it has become an integral part of his management style. New Spanish signing Juan Mata stated that understanding the instructions in English is challenging to begin with, but the squad helps out any new team mates who are struggling. With personal problems, however, Mata says that the manager would take him to one side and have any personal conversations in Spanish to allow him to fully express himself; this demonstrates the diversity an extra language can give, especially in management roles.
There is one English based Chelsea induction that the Spaniard could not escape – the tradition of Chelsea’s karaoke initiation, where a song has to be sung in English in front of the entire squad. Mata’s choice? The Macarena… It seems that although we may not be able to write off footballers as talentless off the pitch, due to the language skills that many have learned, we may be able to continue with the assumption that they have some terrible taste.
Glyn
