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Vol/53 No/5 2014 OCTOBER/NOVEMBER The Linguist 17 FEATURES importance of cultural knowledge and intercultural understanding, alongside the development of communicative competence and linguistic strategies. The panel concluded that 'study of a language should be in the context of the society and cultures of the countries in which the language is spoken rather than the discussion of generalised lifestyle topics' (p.3). Culture, therefore, should be the starting point of curriculum content, and teaching should draw largely on culturally based materials in order to develop links with broader aspects of the societies where the language is spoken. The aim should be to go beyond the instrumental purposes that are often assigned to languages and to foster instead intrinsic motivation, a love of language and culture, intellectual and cultural curiosity and a higher level of cognitive engagement. A greater balance between fluency and accuracy was seen as vital, as well as the development of spontaneity and independence in both written and spoken expression. The needs of a wide range of learners should be catered for, including students who may not either achieve a high grade or study languages at university. Interest areas outside the arts and humanities should also be catered for as far as possible. The remit of the panel was not to make A-level languages harder, but to ensure that 'the revised content should enrich the cognitive and linguistic challenge, developing independent language use through a range of stimulating and relevant contexts and through interaction with culturally rich content which can be reliably assessed' (p.3). The proposals, in terms of structure of content, comprise two interdependent strands: 1 Culture and society: knowledge, understanding and critical analysis. 2 Language: knowledge, understanding and communication. Strand 1 is organised around 'themes' and 'works'. The thematic areas of study are social issues and phenomena; politics, current affairs and history; and intellectual culture past and present. 'Works' includes pieces of fiction, films, life writing, drama and poetry. Strand 2 comprises the study of grammar, vocabulary development, and the ability to apply this knowledge through listening, speaking, reading and writing. There would also be an individual, independent study of a culturally based research project that would be presented and discussed at the oral exam. The report provides the rationale for the reforms and argues the case for the proposed changes in some depth. It also gives ample exemplification and suggestions for what both strands might consist of. A range of possible themes, works of fiction, films, grammatical content and ideas for the individual research presentation in the oral exam are offered. Challenges ahead Details of how students should be examined are largely the responsibility of Ofqual, which is currently finalising the specifications, and these will be put in place by the Awarding Organisations (exam boards). ALCAB did, however, recommend that a piece of analytical writing in English should be the form of assessment of the study of works, as this would ensure a high level of analytical engagement with the text. This may well prove to be the most contentious element. Early responses to the report suggest that there will be some opposition to this move, particularly from teachers, teacher educators and researchers who believe that the principle of developing communicative competence and cultural curiosity will be undermined by assessment in English. The proposed analytical essay will demand new essay-writing and critical skills that are likely to be time-consuming to teach and develop in the way required. Given that the average A-level course is allocated only 550 hours, it is possible that other important aspects of the curriculum will be sacrificed. The temptation for students will surely be to read the text or watch the film in English. This would be a matter for teachers to decide; hopefully they will rise to the challenge. The new AS/A-level will be challenging for teachers at first, as they will need to develop new pedagogical approaches, working with new materials and texts. It is an exciting challenge that could lead to a revitalisation of post-16 language learning. Teachers are often accused of 'teaching to the test', but for the new AS/A-level to work, they will need to have confidence and imagination to exercise the greater freedom that the new examination offers and go beyond the confines of what is prescribed. As with the developments in the MFL curriculum at Key Stages 2, 3 and 4, the new AS/A-level is not about quick fixes but recognises the vital importance of planning for the longer term, ensuring continuity and progression, and recognising the potential of teaching language through culture, and culture through language. A window on the world And what about the students? Young people are eminently open to new ideas and new worlds. Perhaps we underrate their potential by sticking to what they know and are comfortable with, but often bored by. Perhaps the preoccupation with what is 'relevant' to young people, with what relates to their limited experience of the world in an instrumental sense, has prevented us from seeking to broaden their horizons and provide cultural insights in a special way that can leave a lasting impression on them. By introducing young people to the culture of a foreign country through its greatest and most creative works, we can encourage them to see that there is more to the foreign language and culture than the functional and sometimes banal representations they normally experience. In this way, learners of languages move beyond their parochial, subjective experiences, to appreciate cultural achievements that have spread beyond national boundaries and are part of universal human culture. This is the liberating potential of the new curriculum that teachers can harness to inspire their AS/A-level learners. Shirley Lawes was a member of the ALCAB MFL panel, although the views expressed here are her own. Notes 1 Download via https://alevelcontent.files.word press.com/2014/07/alcab-report-of-panel-on -modern-foreign-and-classical-languages-july -2014.pdf We underrate young people's potential by sticking to what they know but are bored by © ISTOCKPHOTO