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FEBRUARY/MARCH The Linguist 21
FEATURES
Lucy Jenkins explores an innovative project in Wales that is
changing young people's perceptions about language learning
T
he MFL (modern foreign languages) Student
Mentoring Project is a flagship programme in
Wales that has had a proven impact on pupils'
perception of languages in Key Stage 3 (KS3; ages 11-14)
and their uptake of languages into Key Stage 4 (KS4; ages
14-16). Funded by the Welsh Government under the
Global Futures Strategy 2015-2020, it is a direct response
to the steep decline in pupils studying languages from
age 14, when they are no longer compulsory in England
and Wales. Now in its third year, the project started with
21 participating schools in 2015-2016, increasing to 55
schools the following year. In 2017-18, it is working with
56 schools, from Welsh-medium schools to those with a
high number of recipients of free school meals.
The project aims to influence attitudes towards
language by having a sustained presence at the pre-GCSE
stage and exposing pupils to a more holistic experience of
language learning. Working in partnership with four Welsh
universities (Bangor, Swansea, Aberystwyth and Cardiff),
the four regional educational consortia, and secondary
schools across Wales, we aim to help Year 9 students to
appreciate the benefits of learning a language.
Working on the premise that young people are inspired
by other young people, we train undergraduate linguists
from our four partner universities to work with Year 9
students who are not planning to take a language GCSE,
or are undecided. We aim to dispel myths around
language learning by debunking notions that everyone
speaks English and that the only careers languages lead to
are teaching and translating. Working through a 12-week
cycle, mentors introduce students to other cultures, and
outline the opportunities that speaking languages has
afforded them. They mentor groups of 5-8 students for up
to an hour a week in two six-week blocks (phases 1 and 2).
The number of groups each mentor works with depends
on the amount of time they can commit to the project;
some take on one group, others have four or five.
A report released by the British Academy in November
2017 stressed that an awareness of other cultures and
languages is essential in securing the future of the UK
economy, society, security and diplomacy in the context
of the global labour market.
1
Our project aim is to equip
young learners with the skills to move freely between
languages and cultures, and to develop a keen
Mentoring for change
SPREADING
ENTHUSIASM
A mentoring session
for school students
(top); and mentor
training (above)
