The Linguist

22 The Linguist Vol/63 No/4 ciol.org.uk/thelinguist FEATURES There is now a unique opportunity to turn around languages education in the UK, says Eleni Pavlopoulos 'Waning pupil numbers.' 'Teacher recruitment crisis.' 'Universities cull languages degree courses.' It makes grim reading. By contrast, the press rarely mentions the previous UK government's target of 90% of pupils studying a modern language GCSE by 2025. With a new government elected in July, the question is whether languages will make it into the "broad… curriculum… which equips young people to thrive" referred to in their Curriculum and Assessment Review. 1 Although it makes no specific mention of languages, the review "will not be distracted by… other national systems without evidence of need and/or benefit". The need for and benefits of language learning to individuals and to the UK are clear, so there are reasons to be hopeful. Leaving aside the Brexit debate, splendid isolation is rarely a good look. The British Council recognises that "more and better language skills" are needed for "an internationally connected Britain". 2 This is even more important in the light of current conflicts across the globe. The CBI, which represents UK businesses to policymakers, describes languages as "vital for 'Global Britain'" 3 and published research advocating greater language capabilities to drive export growth. 4 A decade ago, the cost to the UK of its lack of language skills was estimated at nearly £50 billion. 5 But little has changed. Few of the proposals for a National Languages Strategy 6 have been implemented and no UK nation has made a foreign language GCSE compulsory, while in comparable nations languages are a key part of the curriculum. In Germany, language learning begins with songs at primary school, and pupils aged 11-16 typically have 4 hours of lessons a week, compared with 2-3 lessons (which may last only 45 minutes each) from ages 11-14 in UK state schools. 7 Since 2018, the number of UK schools with no international engagement has tripled. 8 International school trips and exchanges are rarer and an immigration health surcharge of £1,035 discourages schools from employing a Language Assistant. This widens the gap in access to cultural learning opportunities between state and independent schools, where most pupils learn at least two languages. Languages are for all and should not become the preserve of the elite. There is also strong public support for language learning: 71% of UK adults believe a language should be compulsory until the age of 16. 9 Progress made Despite the issues, there are many reasons to be cheerful: Streamlined learning with motivated teachers. Teaching of the new GCSE started this academic year. Its focus on high frequency words should enable pupils to experience success sooner in their study of languages and encourage them to continue. The decision of the Hackney local authority to teach only Spanish limits choice but avoids any loss of learning when pupils transition from primary to secondary school within the borough. This model, which has boosted the number of pupils choosing a language for GCSE, could be replicated elsewhere. Innovative collaboration. Schools, universities and charities are linking up with initiatives such as Think Like a Linguist at Queen's College, Oxford, and (under Dr Charlotte Ryland's leadership) the Translation Exchange and the Stephen Spender Prize. The 'Langevity' outreach programme at Emmanuel College, Cambridge, provided fascinating insights into new languages for Key Stage 4 pupils. The Linguistics in MFL Project 10 for secondary and WoLLoW for primary schools both impact language learning positively. Free technology. A plethora of interactive online options includes the new Languages Gateway – a one-stop portal for all languages- related information in the UK (competitions, events, resources). The National Centre for Excellence for Language Pedagogy and Oak National Academy provide online lessons to support French, German and Spanish teaching through to GCSE. Duolingo's bite-size language chunks have 10 million active daily users globally, using algorithms with built-in rewards to motivate users to want to learn. Funded opportunities. Last year, the UK Government funded 400 overseas language teachers to relocate to England, and announced an investment of £14.9 million to launch the National Consortium for Languages Education's (NCLE) network of Language Hub schools. This includes the continuation of the Mandarin Excellence Programme 11 and a focus on German. Through the Goethe Institut's pioneering GIMAGINE programme, mentors are trained to support other German teachers. Perhaps surprisingly, the European Parliament Ambassador School Scheme still provides EU funding to UK schools. Mine has been accredited for three years, enabling our pupils to visit the European Parliament in Strasbourg and participate in events focused on languages, democracy and inclusion. The time is right

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