Can The Collapse of Languages Learning in England Be Reversed By A New Government Strategy ?

The breath-taking decline in children learning modern foreign languages in England is costing the country billions of pounds in lost trade. Simon Sharron talks to Joe Fincham, Head of Modern Languages at Blatchington Mill School, to find out how the government plans to push the MFL boulder back up the hill.

To stem the decline in languages teaching in maintained secondary schools in England the Department for Education established The National Centre for Language Pedagogy (NCELP) as a research led programme, co-managed by The University of York and The Cam Academy Trust. It works in partnership with university researchers, teacher educators and expert practitioners, and with 18 Specialist Teachers in nine Leading Schools across the country acting as language hubs, to improve language curriculum design and pedagogy.

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Leadership Briefing Issue 5.03 (51)"
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      string(4689) "ResourceLANGUAGES AT KEY STAGE 4 2009-2011Original DocumentLanguages at Key Stage 4 2009-2011. This is an NFER evaluation of the impact of Languages Review recommendations: baseline findings from the first year of the evaluation. It examines languages provision and uptake at Key Stage 4 (KS4) in maintained secondary schools in England and the factors which support languages uptake at KS4, perceptions of the impact of the review, and changes in languages provision and uptake at KS4 from 2009 to 2011.KeywordsLanguages Review, secondary schools, KS4, provision, uptakeSummaryThe National Foundation for Educational Research (NFER) is conducting a longitudinal research study on behalf of the Department for Education (DFE) to examine:· Languages provision and uptake at Key Stage 4 (KS4) in maintained secondary schools in England and the factors which support languages uptake at KS4.· Heads of languages’ perceptions of the impact of the Languages Review recommendations on languages at KS4.· Changes in languages provision and uptake at KS4 from 2009 to 2011.The study consists of an annual survey of a nationally representative sample of secondary schools in England (in 2009, 2010 and 2011) and case study visits to a small number of schools in autumn 2009 and 2010.This research brief reports on findings from the 2009 survey and the first round of case study visits. It provides a baseline picture of provision and support for languages at KS4. A full report on all three years of the evaluation will be published in spring 2012.Key Findings: The first year of the evaluation indicates that:· Heads of language departments consider good teaching and support to be central to encouraging language uptake at KS4, and constraints of the options system to be the main barrier. Many schools are reported to have received excellent support for languages in 2008/09 in terms of staffing, training and resources.· Some schools report a positive impact of the Languages Review recommendations but there is a low level of awareness of the Review in the majority of schools.· 19 per cent of schools set a benchmark for languages uptake in 2009/10 (at an average level of 64 per cent) but 62 per cent of schools had actual levels of uptake lower than 50 per cent. In schools where languages are optional (69 per cent of schools), 80 per cent had levels of uptake below 50 per cent.ActionImpact of the Languages Review’s main recommendations:· Some heads of languages reported that the broader recommendations of the 2007 Languages Review (the Primary Languages Initiative, broader range of languages, flexibility of accreditation) were having some positive effect on uptake of languages taught at KS4, but relatively high proportions of schools reported no impact of these recommendations. In the case study schools, teachers were aware of the Languages Review, but said that it had not changed the way they worked.· Fewer heads of languages responding to the survey reported a positive effect of the more specific recommendations of the Review (the language Performance Indicators, changes to the Self Evaluation Form and the role of School Improvement Partners) or impact of the Department’s stated expectation that schools would set a benchmark for uptake.Conclusion and further stages of the evaluation:· Findings from the first year of research provide a baseline picture of KS4 languages provision and uptake and support for languages in the survey sample for the 2009/10 academic year. They also provide some evidence of impact of the Languages Review in the second year of its implementation, though in some schools the level of impact is relatively low so far and there is limited awareness of the new initiatives that the Review recommends.· Research in the second and third years of the evaluation (autumn 2010 and 2011) will explore whether the position of languages at KS4 has changed (in terms of uptake of languages, breadth of languages offer, variety and flexibility of accreditation, resources and support) and examine the relationships between languages provision and school characteristics. It will also examine the perceived impact of the Review’s recommendations when they have had the time to become more embedded.NotesAuthorRaspal Chima, Imaginative MindsDate CreatedJuly 2010Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

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Languages learning at key stage 2

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      string(4586) "ResourceLANGUAGES IN SECONDARY SCHOOLSOriginal DocumentLanguages In Secondary Schools. This survey has been carried out annually over the past 5 years to explore languages provision and take-up in schools at KS4. Findings from Cilt’s annual survey of secondary schools show there is a gulf in practice between schools where languages are well supported – particularly specialist language colleges, grammar and independent schools – and others where languages have all but disappeared.KeywordsLanguages, secondary schools, qualifications, Key Stage 4SummaryFindings from Cilt’s annual survey of secondary schools, carried out with the Association for Language Learning and the Independent Schools’ Modern Language Association (ISMLA), show there is a gulf in practice between schools where languages are well supported – particularly specialist language colleges, grammar and independent schools – and others where languages have all but disappeared.This survey has been carried out annually over the past 5 years to explore languages provision and take-up in schools at KS4. In this latest 2007 survey, the content was extended to cover KS3 in more detail than previously.The questionnaire was sent out to a representative random sample of 2,000 secondary schools in England, 1500 maintained and 500 independent schools. A total of 860 completed questionnaires were received for this national analysis, a response rate of 43%.The 2007 Language Trends Secondary survey highlighted the following key findings:· The very rapid decline in pupil numbers in Key Stage 4 appears to be slowing. Figures for Year 11 show a small decline on last year, and are stable for Year 10.· Schools with low participation rates are reluctant to set targets to increase them. Only 17% of schools with languages optional in Key Stage 4 have acted on the Government’s requirement to set a benchmark for participation in languages – the same proportion as last year.· In the independent sector, languages for all in Key Stage 4 is still the norm. Independent schools also offer a greater choice of languages, though there is a greater diversity of qualifications in the maintained sector.· French and German have been seriously affected by the decline, but Spanish continues to see increases in pupil numbers. More schools now offer Spanish than German. (Although, in terms of pupil numbers, German still has 40% more GCSE candidates than Spanish.)· There has been a growth in the use of alternative qualifications to GCSE, in particular Asset Languages. The number of maintained schools using Asset Languages has risen to 14% from 9% last year.Nearly one third of schools have reduced lesson time for languages in Key Stage 3 and 6% are compressing Key Stage 3 into two years instead of three.ActionNotes· Most schools now have fewer than half their pupils studying a language in Key Stage 4. However, this situation appears to be stabilising: we are not seeing the very dramatic declines in take up which have been a feature of the past few years. With regard to Year 10, there appears to be no further decline in pupil participation. Around one quarter of schools report higher numbers in Year 10 than Year 11 and, although in some cases this may be due to fast tracking, there is also some indication of increased take up.· However, there is still a gulf in practice between schools where languages are well supported (in particular grammar schools, Specialist Language Colleges and independent schools) and others where participation has been allowed to decline to extremely low levels – under 10% in one in ten schools. Eleven schools reported no pupils at all taking languages in Year 10.· Schools with lower achievement rates and higher proportions of pupils eligible for free school meals are overwhelmingly the ones with small numbers taking languages. Although Specialist status works to keep languages strong in Language Colleges, the drive for specialist status means languages fare badly in schools with other specialisms to promote.· In view of the importance of languages to UK business, it is of particular concern that 73% of Specialist Business and Enterprise Colleges have fewer than 50% of pupils studying a language at Key Stage 4.AuthorRaspal Chima, Imaginative MindsDate CreatedNovember 2007Enquiries to:rchima@qiis.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Languages In Secondary Schools

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      string(4991) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.FOREIGN LANGUAGES AND SCIENCEPROVISION IN PRIMARY SCHOOLSKeywordsForeignLanguages,scienceprovision,PrimarySchools, threeRs, compulsorysubjects,teachingscience, subjectknowledge,curriculumSummaryPupils are leaving primary school unprepared for the rigours of science and foreign languagesat secondary level, according to this Ofsted report, because the focus on the “three Rs” haspushed other compulsory subjects to the margins of the curriculum in primary schools.Pupils spent less than an hour a week studying a foreign language in about two-thirds of primaryschools visited by Ofsted.While the vast majority of schools spent four hours or more each teaching English and maths, nonedevoted a similar amount of time to teaching science – the third core subject in the curriculum.Main Findings: ■ In 73 schools, inspectors found that pupils spent less than an hour a week on their foreignlanguage learning. Pupils spent between one and two hours a week learning languages inanother 29 schools. No schools in the sample dedicated more than two hours per week to foreignlanguage teaching. ■ Over a quarter of the school leaders spoken to at inspection said that time constraints presentedthe main challenge in delivering foreign language provision in their school. ■ In addition, approximately two fifths of the language specialists or teachers who responded saidthat one of the biggest barriers to teaching a foreign language in primary schools was time. ■ Over a third of the parents who responded suggested that primary schools placed some or alot of importance on pupils learning a foreign language. Around half indicated that only a littleimportance was attached to the subject. ■ Inspectors found that, in over half of the schools in the sample, the lack of confidence, subjectknowledge and need for training was the biggest challenge to improving the quality of theirforeign language provision. ■ This lack of expertise was also highlighted in the questionnaire for language specialists orteachers as a particular concern for primary schools in meeting the requirements of the nationalcurriculum. Respondents indicated that teacher confidence and subject expertise was the mainconcern for just under half of respondents. ■ In half of the schools, inspectors reported that the primary schools were not working well withWeek Commencing 30th May 2016https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/524559/Foreign_languages_and_science_in_primary_schools.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/524559/Foreign_languages_and_science_in_primary_schools.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.secondary schools to ensure that there is effective transition in foreign language learning fromprimary to secondary. ■ In 28 of the primary schools, inspectors determined that pupils were not well prepared for furtherstudy of a foreign language at the end of key stage 2. In nearly all of these cases, the evidencealso suggests these schools engage poorly with partner secondary schools. ■ Inspectors found that in two thirds of primary schools in the sample, pupils were taught sciencein weekly lessons. In other schools, science was often taught as part of a wider topic either onscience days, in a half termly block or as part of a generic creative curriculum. In 33 schools,inspectors established there were no separate science lessons. In one school, inspectors foundthat science had not been taught at all during the autumn term. ■ The vast majority of the primary schools inspected highlighted that they spent four or more hourson teaching English and mathematics. Not one, however, devoted a similar amount of time toscience. Around two thirds of the schools spent between one and two hours on science teaching.A fifth of schools spent, on average, less than an hour a week. In one school, pupils said theycouldn’t remember the last time they had had a science lesson. ■ Through observations of learning and the focused work scrutiny inspectors found that the scientificevaluations and conclusions made by pupils were limited in almost half of the schools inspected. ■ In around half of the schools, inspectors noted that there was little feedback or guidance focusedon science knowledge and understanding.WEB LINKForeign Languages And Science Provision In Primary Schoolshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/524559/Foreign_languages_and_science_in_primary_schools.pdf"
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Leadership

Foreign Languages And Science Provision In Primary Schools

25 May 2016

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      string(4815) "breakingdown essay writing techniques. The whole class learns howto write an introduction together: how to research, howto set the scene and launch the essay. They go away andrefine their writing, checking back what they have writtenusing tools such as dictionaries and Google Translate. (Theyare only allowed to use the latter for individual words or46 Vol 3.2 n www.teachingtimes.comLeading Learning Curriculum Innovationto check back on their writing. We frequently tell themthat Google Translate will only give them “flip flops andscrambled eggs” if they use it to translate!) When theyreturn to the lesson they share their introductions and alsowhat top tips they have for completing them. They are thentaught how to use French connectives and other usefulphrases to develop paragraphs where they can use ‘point,evidence, explain’. They learn how to link the paragraphsand how to conclude.What amazes geography teachers is that the level ofoutput is almost identical to the level of writing that astudent of similar ability would achieve had they written it inEnglish.The key to success in languages is motivation, risk-taking, creativity and success. The CLIL students at Chenderithave all of these and are more likely to choose languages asan important part of their future.Jo Peach, an authority on CLIL nationally, has supportedour work with the TDA-sponsored Worcester and NorthantsIntegrated Language Learning Network. She made a seriesof observations about the CLIL project at Chenderit, whichform a useful checklist for success – see figure 2.Figure 2: CLIL – what has worked well so far and will help ensuresustainabilityA member of staff who has much experience of CLILand who is a member of the senior leadership teamand who is able to influence the curriculum decisionsat whole school levelSupport of governors and parents (who are kept fullyinformed at all stages)A language department that is committed to theapproach, prepared to support others with languageimprovement and to learn about other subject contentand approachesLanguage support available via FLA, courses and in-house trainingOther subject staff who are willing to try out CLILtechniques and have at least an A-level in thelanguageTime for joint planning (at least once a week for onehour)Funding for resources – available for all to shareA plan for the subsequent years which includesprogression for pupils and staffing/training needsEvaluation and data on performance which show thatpupils make progress in both subjectsThe school has been gaining a national reputation forits work on CLIL, was filmed by the then Department forChildren, Schools and Families in 2008, and in 2009 wasinvited to take part in a national research project calledItalic, co-ordinated by the University of Aberdeen. In July2009 the school supported the production of the nationalCLIL guidelines, using Chenderit as a case study. The schoolruns an open day every summer so that other schools cansee CLIL in action. In 2011 the school gained a grant to helpshare expertise with other local schools and also set up astudent-run company, Chenderit Learning, staffed by ourcreative & media diploma students, to produce materials topromote CLIL.The school has identified these next steps:Ensuring that pupils can continue the experience intosubsequent years by planning staff availability andtimetabling into the curriculumContinuing to seek ways to evaluate progress made bypupils and their attitudes to this way of workingEnsuring adequate staff training, especially in languages,to be able to cope with needs of pupils in years 8 and 9Finding ways to accredit the work that pupils have doneContinuing to work with other schools to spread theword about CLIL and offer training.Judith Woodfield is deputy headteacher at ChenderitSchool.CLIL – what the students thinkWhat are you most looking forward to in lessons?I am most looking forward to learning more French because Ireally want to be fluent in the futureI look forward to new thingsBeing able to talk and understand the French that I am taughtand being able to take new challenges in a languageI look forward to learning new words in a different languageand learning new factsTo find out what something means in a different language andnot just in EnglishHaving a go and trying out new thingsLearning new words and phrasesWhat are you least looking forward to in lessons?I am least looking forward to getting stuck on the FrenchHaving to speakNot being able to understand and not being able to pick thingsup quicklyI am least looking forward to hearing really difficult French andnot understandingI might get the important things and not just the small thingswhich don’t matterHaving to answer things I can’t answerSometimes it can get confusingnnnnn"
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Leadership

Setting languages free

26 Jul 2011

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