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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The recently published 'Modern Foreign Languages Pedagogy Review' outlines the most effective ways of teaching a modern foreign language (MFL). Focusing mainly on teaching in secondary schools, it also acknowledges its wider relevance to both primary and post-16 sectors. Commissioned by the former Schools Minister, Nick Gibb, the report was produced by the Teaching Schools Council, a body that facilitates training and support for schools and acts as a sounding board for policy. It was led by Ian Bauckham, a linguist, Executive Headteacher and former President of the Association of School and College Leaders (ASCL). Fifteen main recommendations are outlined which draw on evidence supplied by teachers, pupils, headteachers, parents, governors, researchers and others. The review sets out to improve and reinvigorate language teaching at a time when diminishing numbers of pupils are opting for the subject; less than half of pupils take a GCSE in a language and less than a third achieve a good grade. It suggests that a greater focus on the history, culture and literature of target language countries could help to address low pupil motivation. Lack of progress in learning is attributed to unsystematic teaching. Schemes of work, it suggests, should be underpinned by detailed planning and careful sequencing of activities. High-frequency vocabulary and verbs should be highlighted, rather than having a curriculum driven by themes that focus on specialised language and reduce children's ability to manipulate language independently. There is an argument for teaching foreign- language phonics at an early stage and exploring differences in pronunciation between English and the target language. The report's authors point out that pupils often make mistakes in pronunciation as they draw on their knowledge of English phonics, now firmly embedded in the primary curriculum. Some of the recommendations could be read as a justification of the new GCSE, which students will sit for the first time in summer 2018. The benefits of translation, for example, which features more prominently in the new exam, are outlined. The report also advocates the teaching of standard grammatical terminology and principles of grammar. Teachers, it argues, should draw more explicitly on the language of grammar taught for the Year 6 SATs. The four core skills – listening, speaking, reading and writing – should be taught in an integrated way, rather than as discrete skills, and there is some support for setting pupils by ability. Teaching should be supported by carefully selected textbooks, supplemented by ICT and other resources. The report comes at a difficult time for languages, with schools under pressure to increase the numbers taking a GCSE in order thelinguist.uberflip.com FEBRUARY/MARCH 2017 The Linguist 23 FEATURES to comply with the Government expectation that the majority of school leavers will sit the English Baccalaureate (EBacc), which includes a language. The authors support extended study of an MFL, recommending that the majority of pupils should continue with a language until the final year of secondary school. It argues, however, that effective language learning can only take place if timetabling allows for adequate and frequent exposure. Lessons of 40-60 minutes, ideally three times a week, were found to be a reasonable allocation. The report also calls for exam boards to review their grading approaches, especially at A level. This will be welcomed by those critical of the harsh grading of MFL examinations. The review has been welcomed in as much as it highlights the current problems surrounding languages and promotes the status of the subject in schools and society. President of the Association for Language Learning (ALL), Anna-Lise Gordon, responded: "The real 'crisis' in MFL uptake is clearly stated at the outset and this is probably helpful as a wake-up call to the wider educational community… [As ALL] we have welcomed the Review. This does not mean that we agree with everything in it, but rather welcome it as an opportunity to raise the profile of MFL and enlarge the debate." For the full report, see tscouncil.org.uk/ wp-content/uploads/2016/11/MFL-Pedagogy -Review-Report-2.pdf. Amanda Barton outlines the main recommendations of the new Modern Foreign Languages Pedagogy Review Theright way toteach? Amanda Barton is a freelance writer specialising in language education, and a former teacher. TL © SHUTTERSTOCK