SPEAKGLOBAL Raising awareness of global linguistic issue changing attitudes towards language learning in Secondary schools a research-based teaching pack Ursula Lanvers & Kristina Hultgren, Open University Free Routes into Languages Programme for language teachers: /library/speakglobal-resource

Aims ● sharp decline in language learning in the UK over the last two decades (e.g. British Academy 2013; Coleman 2009, Coleman et al. 2007, Lanvers 2011, Lanvers & Coleman 2013, The Nuffield Foundation 2000) ● Gap between language skills demand and supply ● plethora of initiatives to promote language learning, especially since 2004 ● Routes into Languages’ ( ● students’ perceptions of Global English can have profound effects on study motivation (Lanvers 2012) ● Most UK Secondary schools: no/very little choice re doing GCSE MFL or not. Only choice: which language(s) ● Needed: a different motivating approach, not replicating instrumental/vocational focus Background 2

Aims ● apply specialist linguistic knowledge to devise a teaching package (Year 8/9). ● develop a fun programme supported by Routes into Languages ad teacher input ● address ● awareness of multilingualism in UK ● awareness English in the world ● knowledge of other global languages and language trends ● awareness of cognitive benefits of multilingualism ● awareness of ease and spread of multilinguality (=having several languages) is very common and easy to achieve if you live in a multilingual community) ● = change students’ attitudes to language learning? What can be done to interest students more in languages that is not already done? Initial aim to increase GCSE uptake at school level: systemic problems 3

Instruments ● Pre-post questionnaire ● Variety of motivations/beliefs tested ● Testing for pre/post differences, gender differences ● Qualitative feedback: written comments on questionnaires 2 lessons, 16 item questionnaire before and after 3 schools North East of UK and in Scotland 103 students In State Secondary schools (Year 9 and Year 8) 4

Qualitative feedback ● I loved the lessons that we were taught we had an insight into psychology and language. They were really fun! ● Some of the information was very surprising. ● I enjoyed the 2 lessons because we got to learn something new and interesting especially finding out about bilingual babies. ● The vouchers came in handy. ● and: ● Thank you for coming but a little boring ● A bit boring Enjoyment 5

Qualitative feedback ● Some if the things were very interesting- I learned more about what the brain does when you learn languages. ● I think it was very interesting to learn about how multilingual people would find it easier to learn new languages. ● It was a great experience and inspired me to do better at languages. ● We found out how languages can help us in different ways. Learning 6

Qualitative feedback ● It was really interesting to see how the number of English speakers as first languages was going to do down. ● I have learned that English is not the most spoken language in the world and more people speak things like Chinese and Hindi/Urdu. ● Papua New Guinea has over 400 languages and Arabic is a main language in the world. Languages in the world 7

Qualitative feedback ● I thought the bilingual and monolingual thing was confusing. ● It sounded like they were saying bilingual people are more clever than monolingual ones. ● It was quite patronising to be told bilingual people are better and more intelligent even though I will probably never be bilingual. ● I thought the bilingual thing was complicated. ● I learned a new word. I learned that I can call myself bilingual. What is bilingual? 8

Qualitative feedback ● could have been more interaction ● I think you should interact more with students ● Good interactive lessons More interaction 9

Quantitative results: before/after questionnaire with 16 items Results: ● Valuing multilingualism: sig <.005 (before/after increase) ● Confidence/ cognitive benefits : sig <.005 (before/after increase) ● Image: increase (11.34>11.17) but not sig. ● No sig. gender differences but girls scored slightly higher in all questions ● 12 students with mother tongue not English: sig. at.<005 in ● Image of language learning ● Confidence/ cognitive benefits 3 constructs relating to Valuing multilingualism (lesson 1)(5 items, Chronbach Alpha.799) Confidence about language learning and valuing cognitive benefits (lesson 2)(7 items, Chronbach Alpha.759) Image of language leaning/learners (3 items, Chronbach Alpha.605) 10

11 Single item results What changed most? ● Self belief in being able to learn languages (well) (1 ***) ● Seeing benefit for brain and language learning as normal for humans (3***) ● Awareness of other global languages and shifts in these (1***) ● 12 children professed to first language other than English scored significantly above average in 7 questions (relating to: other global languages, self belief as learner, seeing language learning as normal)

12 What could the programme improve? ● Interactivity ● Discussion of terminology esp bilingualism ● What next? ● Programme has been further refined & uploaded to Routes into Languages ● ● Downloaded by teachers 500+ ● Policy changes, changes at school level……..???

13 Many many thanks for having me! ● Board, K., and Tinsley, T. (2014). Language Trends 2013/14. The State of language learning in Primary and Secondary Schools in England. trends-survey-2014.pdf [accessed 10 February 2015] trends-survey-2014.pdf Lanvers, U. (2013). Language learning motivation, Global English and study modes: a comparative study. The Language Learning Journal, (ahead-of-print), Lanvers, U. (2014). On the predicaments of the English L1 language learner: a conceptual article. International Journal of Applied Linguistics. Tinsley, T. (2013) Demand and supply of language skills in the UK. British Academy. [accessed 2 February 2015 from Tinsley, T. and Y. Han (2012) Language learning in secondary schools in England. [Accessed 2 February 2015 from