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SPEAK TO THE FUTURE The latest DfE survey shows that 49 percent of pupils now in Year 10 are taking them.4 The data also record an astonishing 310 percent increase in the proportion of children on Free School Meals who are studying this essential core of key subjects so coveted by employers and the Russell Group universities. It seems almost counterintuitive, but the primary beneficiaries of this new performance measure are among the most disadvantaged learners. Excellent! Mission accomplished? I think not. Redressing the language skills deficit is not only about supply but also demand. Does our society value languages? Is England a language-friendly environment? There is also another elephant in our national classroom and that is the issue of quality. Our weakness in language outcomes cannot be rectified by legislation alone. It is not simply a matter of numbers studying languages but more an issue of the quality of their learning experience. We have to reflect on what is taught and how. The ESLC report could shed light on these matters and inform the agenda for change. In addition to the language tests completed by representative samples of 14-15 year-olds in the countries surveyed, a questionnaire was used to explore the relation of context factors with the outcomes of the tests. There are substantive findings in the results for England, which we should take seriously at this time of curriculum reform. Some relate to teaching approaches and resources, and others are about attitudes and perceptions, which are as much about our society as our classrooms. Firstly, teachers reported that the use of the target language in lessons was substantially less than in other countries and this perception was shared by their students. This is ironic given that the number of teachers for whom the target language was a first language was significantly higher than average. There also appeared to be less exposure to the use of the target language through traditional and new media. There was even less exposure at home, as parents��� target language knowledge was significantly lower than the average. Students��� rating of target language lessons, teachers and text books was lower than average. Finally, we discover perhaps the most telling context factors: English students��� perception of the usefulness of learning the target language was much lower than average but their perception of the difficulty of learning languages was much higher. In sum, students in England find languages hard, rarely use them for real and don���t think they are very important in any case. Game over? No, it has only just begun. There is an unquestionable need for greater advocacy and societal change. The Speak to the future campaign exists to unite those with a passion for languages and a belief in the strategic importance of language capability. We have to persuade government, employers, parents, teachers and students that languages matter. There are four main reasons why: ��� Mobility. We want our young people to take advantage of the opportunities that being part of the European Union affords them. On the campaign trail Speak to the future (STF) has built a wide network of supporters and a strong organisation. Our dynamic Project Manager, Dominic Luddy, took the work forward with energy and professionalism. Since he left to start a career in teaching, we have taken the time to review our needs. Our priority for the next period is the message that the UK needs to act urgently to increase its capability in languages. This need is apparent in all areas of society and in every branch of education. We aim to get the message out to people who are not yet aware, not entirely convinced, or not sure what to do about it, including learners and parents. And we aim to address those who can make a difference, including leaders in business and education, policy makers and the media. We plan to develop our lobbying capacity, shaping the agenda of government; sharpen our messages, responding to clear needs; and strengthen our communications strategy so that our messages have a wider reach. We are encouraged that so many initiatives are now underway to raise the profile of languages, and we will strive to add value to the work of STF���s many supporters. We have two major sponsors ��� the CIOL and the British Academy ��� and a number of partners, and we will call on a wider range of supporters, so as to build the momentum. Michael Kelly, STF Hon Secretary Vol/51 No/6 2012 They need to be ready to study and work in other countries, acquiring language skills as needs arise. ��� Employability. Being part of the knowledge society means being highly educated, culturally aware and critically literate; being monolingual in a multilingual world is a distinct disadvantage. ��� Entrepreneurship. The commitment and endurance young people show when they invest in learning a language demonstrates the kind of drive, creativity and flexibility needed to take calculated risks, see ideas through from inception to implementation and communicate their message; the hallmarks of a future entrepreneur. ��� Social cohesion. Our world is indisputably multilingual. To understand one another and build on each other���s strengths as part of a diverse community means being willing to respect and share the languages and cultures of our neighbours. Only by seeing the world through a different lens can we appreciate our own values and open our minds to fresh perspectives. The Speak to the future campaign is a call to action. It exists not simply for the languages community, but through the languages community. Decisions about what is taught and how should not be left to specialist linguists in schools and universities alone. We are all stakeholders in languages education. To engage in this debate and play your part in influencing policy change, please join our campaign and make your voice heard. For further information, contact Bernardette Holmes: bh327@cam.ac.uk. Notes 1 First European Survey on Language Competences, Final Report, 2012, European Commission. See: http://ec.europa.eu/ languages/eslc/docs/en/final-report-escl_en.pdf 2 Foreman-Peck, J, ���The Economic Case for Language Learning and the Role of Employer Engagement���, 2011, in Education and Employers Taskforce, CfBT 3 Roberts, A, ���Tongue-Tied UK Badly Equipped to Join in the Conversation of Nations���, 2012, Times Higher Education. See www.timeshigher education.co.uk/story.asp?sectioncode=26&story code=418901&c=1 4 Press Notice, DfE, 5/10/12. See www.education .gov.uk/inthenews/inthenews/a00215171/ebaccmeans-twice-as-many-take-academic-subjects- DECEMBER/JANUARY The Linguist 7