Language Learning – a new paradigm A personal view Lid King, National Director for Languages

3 issues English Internet Globalisation

Information Once people are on the highway they will enjoy full egalitarian access to vital on-line resources. Within twenty years, as commerce, education and broad-scale communications services move onto the highway, an individual's ability to be part of the mainstream will depend, at least in part, on his or her using it. Bill Gates, 1995

Information and knowledge Through acquiring much information unaided by instruction, they will appear to possess much knowledge, when in fact, for the most part, they will know nothing at all. Plato, c. 400BC

The future of English The emergence of English as the de facto world language is one of the most striking phenomena of the 20th century. Paradoxically, the more English becomes used as the world language, the more British citizens will need skills in other languages. David Graddol

European and global visions “Proficiency in several Community languages has become a precondition if citizens of the European Union are to benefit from the occupational and personal opportunities open to them in the border-free single market. This language proficiency must be backed up by the ability to adapt to working and living environments characterised by different cultures.” The European Commission Teaching and Learning: Towards the Learning Society (1996), p. 67

European and global visions “the rich heritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed … a major educational effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding. It is only through a better knowledge of European Modern Languages that it will be possible to facilitate communication and interaction amongst Europeans of different mother tongues in order to promote European mobility, mutual understanding and co-operation and overcome prejudice and discrimination.” Council of Europe: Common European Framework of Reference (1997), p. 1

Barcelona European Council A competitive economy based on knowledge, involving further action: to improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age establishment of a linguistic competence indicator

The 1990s paradigm of languages for all Specialists (A-level) Professionals (FLAW / BTEC) 16+ GCSE (National Curriculum) 11-16 Arbitrary 5-11

An agenda for languages (2001) A VISION OF LANGUAGES AND LANGUAGE CAPABILITY AS BASIC LIFE SKILLS Individuals identity and understanding of others Communities a sense of past and confidence in the future Economies survival and prosperity Societies political progress and peace

Languages: the next generation Nuffield Language Enquiry “Languages, by virtue of their direct contribution to economic competitiveness, intercultural tolerance and social cohesion, should have the status of a key skill alongside literacy, numeracy and ICT.”

Languages for All: Languages for Life: A Strategy for England

Vision Lifelong skill To be used for business and pleasure Open avenues of communication and exploration Instil broader cultural understanding An essential part of being a citizen

A new paradigm Specialist Vocational Recreational 14+ KS3 Framework 11-14 KS2 Framework 7-11

Primary Entitlement Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme. The Key Stage 2 language learning programme must … be delivered at least in part in class time.

Progress to date Baseline research Final report published in September 2004 Curricular developments KS2 Framework for MFL Finding the teachers Primary ITT Teaching Assistants Regional support structures being built

A rationale for early language learning Enjoyment and creativity Support for literacy and oracy (a new literacy?) Learning gains International Understanding

Language Ladder stages General qualifications The Languages Ladder Language Ladder stages NC levels General qualifications NQF Breakthrough: grades 1-3 1 - 3 Entry 1 - 3 Entry Level Preliminary: grades 4-6 4 - 6 Foundation GCSE Level 1 Intermediate: grades 7-9 7 - EP Higher Level 2 Advanced: grades 10-12 AS /A / AEA Level 3 Proficiency: grade 13 Level 4 Mastery: grade 14 Level 5

14-19 Concerns Solutions X Motivation / take-up -  Promotion ‘the lost generation’ X Year 9 X Curriculum content  Promotion  E-learning and innovation  New content – work- related, CLIP  Tomlinson

The National Languages Strategy Networks SLC hubs Pathfinders LEAs HEIs Comenius Centres ASTs The National Languages Strategy FLAs Teaching Assistants Non-specialist schools Business

Concerns and challenges Primary delivery and funding Defence and development post-14 Quality in CPD Implementation model Rationale and vision