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
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30 The Linguist Vol/55 No/6 2016 www.ciol.org.uk OPINION & COMMENT Correction Jaquelina Guardamagna MCIL launched her business in 2008, not in 2014, as was stated incorrectly in 'Working for Whitehall', TL55,5. We would like to apologise to Jaquelina for this error. Email linguist.editor@ciol.org.uk with your views No substitute for immersion Shirley Lawes' feature on 'Tearing Up the Book' (TL55,4) had the effect of making me reach straight for my own digital replacement- for-a-book to respond. Although the arguments for embracing digital media in the classroom are as important for modern languages as they are for any other school subject, there is something much more fundamental missing from language teaching in the UK: namely, immersion. There is absolutely no substitute when learning a language – at any age – for direct, sustained and early immersion in the language. It would be unthinkable to teach science lessons without a single practical experiment, and yet so many foreign language lessons continue to be theoretical – given in English, using English-language support material (be it in digital or paper format), and introduced late in the school cycle. For comparison, my son, who attends the local French-speaking state school in Switzerland, where we live, has, at the age of 8, just entered the third year of primary school, in which German is introduced. There are four classes a week, given entirely in German. Ah, you may say, but that is one of their national languages, it's different. Not so: not only are the linguistic parts of Switzerland so distinct they may as well be foreign countries, in two year's time they will introduce English in the same way. I was lucky enough to have an amazing Russian teacher at my secondary school in England, who got us all queuing outside in the snow clutching string bags, as a "more authentic" way of learning shopping vocabulary. I can't help thinking that, had French been taught in immersion from the age of 8, I would not have waited until I was 16 before starting to learn my third language. And I might possibly have left school with one or two more. Helen Stubbs Pugin Concern over Brexit impact So, the final death knell for modern languages has now been sounded. It rings out loud and clear in our schools, colleges and universities, and is heard by our neighbours across the Channel. The referendum result to exit the European Union will mean even less support for the inclusion of French, German and other languages in the curriculum. Shorn of its economic, commercial, political and legal usefulness in Brussels and Strasbourg, modern foreign language (MFL) teaching will have to rely increasingly for its raison d'être on its intrinsic value as a signifier of a rounded education and the insights it can give into other peoples and their cultures – no bad thing when foreigners are so distrusted and demeaned in our own culture. We will have an even steeper uphill struggle on our hands to convince policy makers of the importance of MFL to a broad education and to the development of tolerant and inclusive attitudes in our young people. David Smith FCIL Star letter prize This week's star letter writer wins a BBC Active Talk Complete self-taught course. For a chance to win your choice of course (French, Italian, German or Spanish), please share your views via linguist.editor@ciol.org.uk. www.bbcactivelanguages.com STAR LETTER © SHUTTERSTOCK © SHUTTERSTOCK