6 The Linguist DECEMBER 2014/JANUARY 2015
www.ciol.org.uk
NEWS & EDITORIAL
Philip Harding-Esch reports on
the discussion surrounding the
proposed A-level and GCSE reforms
Inside Parliament
In October, the All-Party Parliamentary Group
(APPG) on Modern Languages heard from
Prof Stephen Parker and Prof Katrin Kohl of
the A Level Content Advisory Board (ALCAB).
They were joined by Bernardette Holmes,
who was appointed by the Department for
Education to draft the new GCSE criteria in
modern and ancient languages, and the
subject content criteria for the new A-level.
The new GCSE will be linear (not modular).
It will be more challenging, covering levels
A2 (elementry) to B1 (intermediate). At
least 10% of the marks will be awarded for
grammar – but not at the exclusion of
meaning, communications strategies and
repair strategies. Equal weighting will be
given to all four skills (listening, reading,
writing and speaking). There will be an
introduction of literary texts, building on
the primary and secondary curriculum. The
bar will be raised with the intention of
enabling young people to communicate with
confidence and some level of independence
by following a GCSE course. The transition
from the new GCSE to AS-level should be
smoother than before.
The new A-level proposes four themes,
two works, individual research, grammar
and vocabulary, listening, speaking, reading,
writing in the target language and translation
from and into the target language (see
http://alcab.org.uk/reports/).
But almost more important than the
specifics of the proposals was the debate
around the reasoning behind them. The
panel members are motivated by a desire
to see our subject reach a stage where it is
successful, attractive to learners and self-
sustaining. This requires systematic and
strategic support, as was given to the STEM
subjects. It is felt that this can be achieved.
A key consideration is to ensure
continuity through all stages of education,
from primary school through to university.
Schools and universities will need to
collaborate more closely and develop a
shared vision of languages education and its
value to learners of all disciplines.
Concerns were aired. These included fears
that the reforms are primarily catering to
universities' needs and not motivating,
especially for students who are not aiming for
a single honours language degree. ALCAB
cites extensive discussions with teachers and
surveys of employer opinion. Research must
also be done to identify what really motivates
students, rather than relying on what we
believe motivates them.
There are specific issues, such as insufficient
curriculum time and severe grading at A-level,
which could remain a problem despite
Ofqual's recent report. More work is required
to determine exactly how the new GCSE and
A-level will be successfully transferred to
other (especially non-European) languages.
We are also dealing with some big issues,
such as the prevailing culture in the UK,
which tends to undervalue languages and
encourages them to be seen only as a
practical subject, undermining their worth
as an intellectually stimulating subject in its
own right. However, the main message is one
of dialogue and collaboration for all of us:
what Prof Kohl termed 'the long haul'.
The ALCAB is listening. For instance, it is
reviewing its original proposal for an essay in
English. Anyone with a stake in these exams
should contribute to the many discussions
taking place to support the development of
the new specifications.
1
Ultimately, the
success of languages in the UK will be a long-
term project, and will require ongoing, joined-
up dialogue between teachers, students,
Ofqual, universities and language associations.
Email philip.harding.esch@gmail.com to
receive details of meetings and speakers.
Notes
1 Visit http://comment.ofqual.gov.uk/
modern-foreign-and-ancient-languages/
Philip Harding-Esch works on
behalf of the British Council to
support the APPG.
TL
RAISING THE BAR
The
new exams aim to give young
people confidence to communicate
in the other language
©
SHUTTERSTOCK
