The Linguist is a languages magazine for professional linguists, translators, interpreters, language professionals, language teachers, trainers, students and academics with articles on translation, interpreting, business, government, technology
Issue link: https://thelinguist.uberflip.com/i/148589
NEWS & EDITORIAL © 1000WORDS | DREAMSTIME.COM English courses for jobseekers? The British Government's Spending Review, in June, made language lessons a requirement for people claiming Jobseeker's Allowance whose level of English is impeding their ability to find work. Couched in language that was criticised for suggesting that some immigrants refuse to learn English, the Chancellor's benefits changes were reported more widely as 'tough new rules'. However, George Osborne failed to indicate whether ESOL (English for speakers of other languages) provision would be increased. Designed for longterm migrants to the UK, ESOL courses have been oversubscribed since government cuts in 2011 that are believed to have cut provision by up to 50 percent in some areas. Job-seekers struggling to learn English will now look to Mr Osborne to improve access. New book to inspire learning A new guide to language-related careers has been launched with the aim of encouraging young people to continue their studies. Produced by the British Academy, with the European Commission, Talk the Talk helps university students and school pupils to find out about the exciting opportunities language skills can bring. It contains inspiring words from celebrities and politicians, including Arsène Wenger, sailor Ellen MacArthur and CIOL Vice-President Baroness Jean Coussins. To view or download Talk the Talk, visit www.britac.ac.uk/policy/Talk_the_Talk.cfm. 6 The Linguist Inside Parliament Melissa Cudmore on recent AllParty Parliamentary Group activities The last two meetings of the All-Party Parliamentary Group (APPG) on Modern Languages have focused on the opportunities and challenges of the curriculum changes on the teaching of languages. At the meeting on 13 March, Carmen Wotton, of the Department for Education (DfE), explained that the Secretary of State was very keen on languages and had stated that 'not speaking languages can breed insularity'. She presented a detailed summary of the changes to be introduced as part of the National Curriculum Review. A key challenge was the need to upskill teachers at Key Stage 2 (KS2). The issues discussed included the transition between KS2 and KS3; the need to ensure an adequate supply of teachers and questions around how the government will invest in this; and support for community languages. These concerns were raised again at the meeting on 15 May. Elizabeth Truss, Parliamentary Under-Secretary for Education and Childcare, outlined the value of languages not only for the individual but also for the UK economy, stressing that the UK needs to have an outward-facing curriculum, and to learn from best practice in other countries, in order to be competitive. Languages are taught in 97 percent of primary schools to some extent and, in the Minister's opinion, language learning should be introduced even earlier. AUGUST/SEPTEMBER Ms Truss highlighted the need to have a unified approach, with fluency developed at primary level to be built on at secondary level. Thus, there is a need for greater collaboration between secondary schools and feeder primary schools. She also noted that GCSE entries had risen to 74 percent following the introduction of the EBacc. Carolyn Robson, Executive Headteacher at Rushey Mead School in Leicester, presented at both meetings. She described Rushey Mead (pictured) as a large, multicultural school with languages at its core. From a Headteacher's perspective, time and finance are the biggest challenges to languages education. She highlighted the need for alliances of primary schools to support teachers, and the need to strengthen the teaching of languages at KS3 and to share best practice at that level. Her summary included a suggestion that the European framework could be a useful tool in assessment and in mapping transition. Issues raised in the discussion that followed included what age children should start to learn languages, the importance of school visits overseas, and the need to build on children's knowledge of their own languages. To apply to attend the October meeting, please contact Melissa Cudmore at Melissa.Cudmore@britishcouncil.org. www.iol.org.uk