Language learning in UK schools: what does the future hold?
Recent news that the numbers of pupils taking a modern foreign language to A-level in the UK have fallen dramatically did not come as a huge surprise to me. According to the latest A-level results, there has been a 9.9% fall in candidates taking French, and an even more depressing 11.1% fall in those taking German A level.
This trend has been coming along for quite some time now, but why?
First and foremost, the general attitude to language learning at a societal and educational level is very poor. To native English speakers, languages are often seen as a ‘waste of time’, as ‘everyone speaks English’. Well, allow me to dispel that notion! Although there are a lot of fantastic English speakers out there, only 22% of Spaniards, 39% of French people and 34% of Italians (for example) can speak English to a conversational level. The rates are higher in Scandinavian countries, but by no means everyone even has a basic command of English, let alone full fluency. The idea that it is ‘useless’ is even more ridiculous – even if other people do speak great English, that’s no excuse for being the person pointing at things mutely on holiday, let alone for UK politicians and businesspeople refusing to communicate with business partners and policial allies in their own tongue.
Secondly, languages are not taught well in many of our schools, and are not particularly encouraged. I was lucky enough to study French, German, Spanish and Japanese at GCSE, but there are many schools that only offer French, and even this is not compulsory. Languages are portrayed as difficult and often seen as being less necessary than maths, science etc. Whilst of course maths and science are vital, languages are essential to communication at every level, whether that is your holiday to France or a financial deal between Germany and the UK. Children also don’t start learning a language until they are around 12, when the best years for natural language absorption are coming to an end, and when teens often become self conscious about speaking a new language in front of school friends. I know I was very nervous about my oral exams at school, and still struggle to be very chatty in another language when I know I might make mistakes!
Here at EuroTalk we know that languages are not only essential but also loads of fun! So what’s the solution? Fortunately it seems that GCSE uptake of languages is on the increase, so maybe there is still hope. But from my perspective we need to introduce languages at a much earlier age in schools, offer a wider range of languages such as Mandarin and Arabic (both official UN languages), create a more open culture of chatting in another language without feeling embarrassed and worried about mistakes, and dispel the ridiculous notion that any other language than English is useless. Even if everyone else in the world learns English, we should be ashamed not to return the favour and at least have a go at saying ‘hi’ in their mother tongue.
Alex
Valentine’s – it’s not all flowers and chocolates…
Valentine’s Day is here again, and like a lot of people, I’m a bit fed up with it. I’ve lost count of the number of emails I’ve received over the last few weeks, inviting me to use Valentine’s as an excuse to buy everything from chocolates to an iPad – I even got one suggesting I should hire a private jet (yes, really) to surprise my loved one.
Here in the UK, Valentine’s Day is very much a day for couples, and has become known as a very commercial holiday. The usual traditions are cards (sometimes anonymous), flowers, chocolates and candle-lit dinners. But not all countries celebrate in the same way (or even on the same day). Here are a few alternatives:
If you thought celebrating Valentine’s once a year was enough, think again. In Japan February 14th is just the start, when women give chocolate to the men in their life. This doesn’t have to be just boyfriends and husbands but can also include co-workers and friends. Then on March 14th, which is known as ‘White Day’, the men give the ladies a gift of greater value (sounds good to me!). Going one step further, in South Korea, the 14th of every month is a love-related day of some kind. On April 14th, anyone who didn’t get a gift in February or March is expected to go out and eat black noodles in recognition of their single status.
In some areas of Latin America, Valentine’s is known as ‘Dia del Amor y la Amistad’ (Day of Love and Friendship). It’s celebrated with ‘Amigo secreto’ (Secret friend), which is similar to the Secret Santa tradition at Christmas and involves buying a gift for a friend selected at random.
In Catalonia, Spain, loved ones exchange gifts on Valentine’s Day and also on 23rd April, which has become known as ‘El Dia del Llibre’ (Day of the Book) because it’s the day that both Miguel Cervantes and William Shakespeare died (in 1616). Women traditionally give men books as gifts, while the men reciprocate with either a book or a rose. Bookshops and cafes hold book-signings and public readings to celebrate the day.
Finland celebrates ‘Ystävänpäivä’, which means ‘Friend’s Day’. Although it is becoming an increasingly popular day on which to get engaged, the main focus of the day in Finland is to celebrate friendship of all kinds, and presents are exchanged between friends as well as lovers.
And finally, France. A (now banned) custom used to be held, known as the ‘loterie d’amour’. Single men and women would enter houses facing each other and call to one another until they were all paired off. Afterwards, any women who were left single would build a huge bonfire and burn images of men who had hurt them, whilst screaming abuse at them. Eventually the ‘loterie’ was banned by the French government. I wonder why.
So, Happy Valentine’s Day everyone, wherever you are and whether or not you’re part of a couple – we all have special people in our lives, so let’s celebrate them 🙂 Will you be doing anything special or unusual to celebrate? Let us know!
Liz
Is it OK to be Monolingual?
When England’s GCSE results came out at the end of August the British press were quick to report on the declining numbers of students taking the qualification in a foreign language: 12% fewer students than in 2010 sat the exam, and this is part of a continuing downward trend over the last few years. The vast majority took their GCSE in French, followed at some distance by Spanish and then German. Even the modest numbers taking Mandarin Chinese and Arabic have tailed off.
So, does this mean that we are well and truly on the road to become a nation of monolinguals, at ease communicating with the world in English, and more than happy to leave our dirty work to translators, interpreters and other specialists in the field? And does it matter?
A reason many UK experts state for learning a foreign language – the utilitarian one – suggests that having a language is good for business. However, I doubt that this has really had much of a detrimental effect on the bottom line of UK plc over the years and it is certainly not a motivating factor in persuading a 13 year old to learn Spanish. Although many employers prize a language qualification, the fact is that most jobs don’t require one.
So what about the appreciation of a country’s culture? Do you really need a knowledge of Italian to appreciate Renaissance art? Or of Chinese to understand the triumphs of the Ming Dynasty? It is entirely possible to promote awareness of these subjects in English.
I do think there are powerful reasons why young people should learn a language and the factors of interest to teenagers – the social ones, the sheer fun of it, the intrinsic joy of reaching into another world – are well set out at www.whystudylanguages.ac.uk. The question is: should all children be forced to take a language up to the age of 16?
Perhaps not all of them, if it depends on our current examination system and the knowledge it equips them with. That said, there are changes afoot in the secondary syllabus, and alternative language programs are also being pioneered in the UK. One of these works like music, on the basis of awarding progress through a step-by-step grades system.
And if formal education fails, many people find ways of acquiring language skills later in life, when they have a clearer idea of what they need to learn and why.
Steve
