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@Linguist_CIOL JUNE/JULY The Linguist 23 FEATURES in a meaningful way. My fears seem well founded when you consider that just 16% of language teachers think the GCSE is a good measure of language competence. 1 This isn't right. The seed for Love Languages was sown. Sharing the joy of learning Fast-forward to September and I transitioned from secondary to tertiary education, overseeing the outreach and widening participation programme at Trinity College, University of Cambridge. When we received applications for the 2021 academic year, the steepest reduction in applications was in Modern and Medieval Languages (MML). I was determined that Trinity should offer a programme promoting the benefits and prospects of language learning beyond GCSE – a programme moving away from the government definition of grammar, phonics and vocabulary 2 towards language, linguistic structures and the historical, social, cultural contexts in which the language is and has been used. Importantly, this ambition echoes the content of Cambridge's MML degrees. I thought it critical to pitch the programme at GCSE students who had not yet chosen their A levels in order to increase the potential pool of university language applicants. It seemed essential that the programme was holistic, involving stakeholders from all areas of university life: undergraduates, academic staff and college alumni. The key aims were to inspire students to continue with their languages beyond GCSE; build confidence in speaking; raise aspirations towards Higher Education (HE); demonstrate the value of learning other languages and cultures in the working world; make language learning interesting and exciting; and present Cambridge's language courses. Through Love Languages, GCSE students would discover the careers into which languages could take them, and have a go at learning some of the non-European languages we offer. We received almost 3,000 applications – a record number for our outreach programmes. This is a testament to both the reach of online provision and our promotion to schools all over the UK. It is also evidence that younger students are interested in language and culture. We had to whittle this down to 567 state school pupils predicted a grade 7 or above, but we sent recordings and materials to all applicants so that everyone had access. Given that 57% of this year's participants have parents who did not attend university, it is vital that the initiative deconstructs myths about university life. Our goal is to ease any anxieties that first-generation students might have, familiarise them with the realities of HE language learning, and make the application process less daunting. As one participant "from a village where everyone knows everyone else" explained: "I'm quite worried about how massive the jump will be to living so far away in a place where I don't know anyone, but this session helped because it made me feel like that's normal and I'll be ok." Session by session The first session explored how learning a language is intimately bound up in learning about cultures, traditions and histories. Two alumni discussed how languages have shaped and defined their careers. Afterwards, one participant said: "I don't really have many ideas careers wise… but this has made me see how much languages can help extend my options, as opposed to just giving me one career path." In session two, Dr Laura Moretti, a Senior Lecturer in pre-modern Japanese studies, delivered an ab initio session in Japanese, developing awareness of languages that aren't traditionally taught in the UK. The feedback from students was unequivocally positive. One said they were excited to show off their new knowledge while another commented: "The passion with which Laura described her subject was very inspiring and engaging. It reflected the importance of seeking rapture in the course you undertake." In the third session, students learnt about the Cambridge application process and received advice about writing their personal statements. Afterwards, Dr Carlos Fonseca, Lecturer in Latin America Literature and Culture, described the route taken by artist Wifredo Lam from Cuba to Martinique and back, focusing on the importance of language and culture beyond nationality and borders. One student described what they had learnt: "cultures are hybrid and change throughout travel and time, they are the routes it has taken not the roots they come from." In the fourth masterclass, students had the chance to talk to undergraduates and hear about their year abroad. We believe that relatable role models are crucial to reducing imposter syndrome. Feedback indicates that the students' aspirations to study languages at university – and the realisation they could do that – were raised by the encounter. In our penultimate session, Professor Emma Widdis, Trinity's Director of Studies for MML, held a mock Supervision (a very small group teaching unique to Cambridge) to show the importance of self-expression and creativity, and how discussion and intellectual curiosity are fostered, supported and challenged. Making a difference We already have evidence that Love Languages is making a difference. After our final session, 97% of attendees said they are now likely to study a language at A level compared to 81% before the first session. The cumulative effect of the programme is epitomised by one student's reflections before the fifth session: "I've been just looking forward to the session as a whole for the past few days, I really enjoy these… just listening to all of the experiences of those involved made me happy. I have no idea why." As part of the follow-up to each session, we send students related multimedia, resources and opportunities to enter competitions. This increases immersion in the content and enhances their university application. Ultimately, we hope that Love Languages participants go on to further languages study, so it is rewarding that the proportion of our first cohort planning to study a language at university went from 64% before the programme to 93% afterwards. At Trinity we believe in the need to change how languages are perceived and valued by society. Languages are a window to other cultures and intercultural understanding, and as our students become the next generation of polyglots, they need to know that the world needs them more than ever. Notes 1 Dean, A (2016) 'The Death of Modern Foreign Languages'. In Prospect; cutt.ly/MFLdeath 2 Bauckham, I (2016) Modern Foreign Languages Pedagogy Review, Teaching Schools Council