[lg policy] Language Learning in Scotland : A 1+2 Approach

[Harold Schiffman]

Language Learning in Scotland : A 1+2 Approach



PART 2: DEVELOPING A LANGUAGES POLICY

Where are we now?

1. We know that there is considerable innovative practice in relation
to the teaching of languages at all levels in Scotland's schools. The
2011 Modern Languages Excellence Report highlighted imaginative
approaches to the teaching of modern languages in primary and
secondary schools across Scotland and also set out to counter certain
negative cultural attitudes which serve to limit opportunities for
language learning. Schools are developing more ways of encouraging
pupils to take an interest in language learning. In some areas also
there is a growth in Gaelic Medium Education.

2. However, inspection evidence indicates that practice in delivering
modern languages varies in quality. In addition, we have seen a
long-term overall decline in the numbers of pupils achieving National
Qualifications in languages. In modern European languages the uptake
across all languages is declining with the exception of Spanish. In
French, traditionally the first additional language for the majority
of pupils, there has been a steady decline. In German, the decline has
been rapid. Italian, from a low base, is in decline. In Gaelic, the
number of presentations for qualifications is relatively stable,
although at low base.

3. In the primary sector, despite innovative practice in some schools
in beginning language learning early, children are not expected to
experience modern language learning until P6. Some primary children do
not experience language learning at all, due to staffing or other
difficulties. There can be issues at the point of transition from
primary to secondary school in terms of continuity of language
learning. Some schools still offer learners subject choices in the
early part of the secondary school, with the option to give up
language learning before the end of their broad general education.
Furthermore, a number of schools across the country experience
disappointingly low uptake in languages to certificate level with a
consequent decline in the number of pupils sitting SQA examinations in
modern languages.

4. The decline in language uptake is not peculiar to Scotland but also
applies in other parts of the UK. It is often suggested that a
contributory factor to the decline in study of languages in school is
the predominance of English as the primary language for international
communication, in particular through the World Wide Web and in
business. This has led to a culture throughout the UK that for those
whose mother tongue is English there is no real requirement to learn
any additional language. However, this attitude stands in the face of
the reality that 75% of the world's population do not speak English,
and only 6% of the world's population speak English as the mother
tongue. In terms of the World Wide Web in 2000, English represented
51% of language usage on the internet; by 2011 this was down to 26.8%.
In addition, there are countries whose economies will have a stronger
role in future which do not use English as the first language of
communication. This is particularly true of China but also of
countries such as Russia and Brazil. In simple terms, young Scots can
no longer afford to learn only the English language.

Educational benefits

5. The Working Group takes as its starting point the confident belief
that learning another language has positive educational benefits which
contribute to the overall cognitive and linguistic development of
children and young people. The world in which even our youngest
children find themselves is one in which the ability to communicate is
paramount. This should be nurtured throughout their time in school and
throughout their lives with access to learning additional languages
from the earliest stage. Research evidence indicates that learning
another language can foster a deeper understanding of one's own
language and can assist young people's cognitive development in a
variety of ways. These include enhanced mental flexibility, increased
ability to deal with complexity, improved problem solving, greater
learning capacity, an increase in interpersonal skills and improved
academic achievement and attainment across a range of subjects. For
example, research shows that children in GME also find learning
another (third) language easier than children in English medium.

6. Under the current model of language learning, which is expressed as
an entitlement for young people, most, though by no means all,
children experience language learning at least from Primary 6.
However, the Curriculum for Excellence experiences and outcomes for
modern languages are relevant to the development of an approach to
additional language learning from the earliest years.

http://www.scotland.gov.uk/Publications/2012/05/3670/4

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