1+2 Survey Results 1+2: Looking Back & Moving Forward University of Dundee 9 September 2016

Survey Questions From your perspective…… What is working well with 1+2? (open response) What are the three most important issues still to be addressed for successful implementation of 1+2? (multiple choice ranking) What type of action research should be conducted to support the implementation of 1+2? (multiple choice) Additional comments (open response) University Council of Modern Languages Scotland 09/09/2016

Respondent Profile (n=221) There are 197 responses from 26 local authorities and 3 from independent sector. 29 responses are from promoted posts at local authority level, such as 1+2 Development Officer or Quality Improvement Officers. There are 21 responses from non-school (FE, HE, other e.g. cultural organisations) University Council of Modern Languages Scotland 09/09/2016

Respondent Profiles by Regional Hub (n=197) The above graph excludes responses from independent schools (3) and non-school sectors (21). Responses from North and East Hubs include greater % of responses from the primary school sector. Responses from the West have the largest % of responses from secondary school and local authority. University Council of Modern Languages Scotland 09/09/2016

1+2: Positives Views from primary school sector Children are enjoying their language learning experience There is a lot of support in terms of both training opportunities and the availability of resources There is a lot of cluster working Implementation in P1-P3 has progressed well Children are enjoying their language learning experience Staff are motivated and their confidence is growing There is welcome support at local authority level There are lots of teaching resources There is collaborative planning Primary teachers Primary Senior Managers University Council of Modern Languages Scotland 09/09/2016

1+2: Positives Views from secondary school sector The profile of languages has been raised There is some primary- secondary liaison There is now greater language diversity in primary schools Primary pupils are enjoying their language learning experience (1+2 implementation has not started yet) Cluster primaries are working for some schools There are now better links to the associated primary schools There is good partnership working Staff are enthusiastic The resources are engaging Secondary Teachers Secondary Senior Managers University Council of Modern Languages Scotland 09/09/2016

1+2 Positives: Views from LA promoted posts Strong indication of broad enthusiasm on the part of pupils and primary teachers for language learning activities Good models of implementation Evidence of innovative practice Perception that the policy has reinvigorated the debate around the importance of language and intercultural skills Belief that cross-sector collaboration can benefit schools and universities alike There were 26 responses from across 16 LAs University Council of Modern Languages Scotland 09/09/2016

1+2: Positives Views from tertiary sector/other Cross-sector collaboration has benefitted both schools and universities 1+2 has reinvigorated the debate around the importance of language and intercultural skills Funding for 1+2 has had visible impact on language provision although much more needs to be done University Council of Modern Languages Scotland 09/09/2016

1+2: What are the top 3 challenges? In your view, what are the three most important issues that still need to be addressed to ensure successful implementation of the 1+2 language policy? (multiple choice - ranking) improve language competence of current teachers in primary school create better transition arrangements for languages between primary and secondary school hold more promotional events in schools highlighting the value and benefits of language learning ITE (primary) students need to reach B1 (Higher) level of proficiency by the end of their programme of study need for further training and on-going support produce clearer information on how to implement 1+2 in classes with significant proportion of EAL learners produce clearer guidelines on workable implementation models for L3 Other (please specify) Issues have been ordered by ranking from primary school sector University Council of Modern Languages Scotland 09/09/2016

Top Challenge to 1+2 implementation: All Responses University Council of Modern Languages Scotland 09/09/2016

Challenge 2 to 1+2 implementation: All Responses University Council of Modern Languages Scotland 09/09/2016

Challenge 3 to 1+2 implementation: All Responses University Council of Modern Languages Scotland 09/09/2016

1+2: Additional Challenges Views from primary teachers Concerns about workload pressure fitting languages into a busy curriculum lack of support from senior managers lack of supply staff / staffing lack of consistency University Council of Modern Languages Scotland 09/09/2016

1+2: Additional Challenges Views from senior managers (primary) Concern about implementation in the upper primary school workload / pressure on teachers, e.g. having to learn two additional languages lack of flexibility (e.g. what if school offers French and German but teacher speaks Spanish) multi-composite classes competing priorities (e.g. cannot spend all staff development budget on language training) University Council of Modern Languages Scotland 09/09/2016

1+2: Additional Challenges Views from secondary teachers Concerns about insufficient resources timetabling decline of languages/less ML diversity disregard of lessons learnt from MLPS introducing L3 before L2 issues have been sorted primary language pedagogy University Council of Modern Languages Scotland 09/09/2016

1+2: Additional Challenges Views from senior managers (secondary) Concerns about timetabling of modern languages continued need for staff upskilling how to integrate L3 into BGE need for coherent pathways from primary to secondary University Council of Modern Languages Scotland 09/09/2016

1+2: Additional Challenges Views from LA promoted posts Concern that Government focus might shift away from languages onto new priorities (e.g. the attainment gap) Excessive burden on local authorities There is no clear strategy – implementation will remain an uphill struggle There is no emphasis on Gaelic Secondaries are not taking account of what is happening in primary schools There is insufficient support from senior management L3 is being implemented before L2 has embedded University Council of Modern Languages Scotland 09/09/2016

1+2: Additional Challenges Views from tertiary sector / others Concern that there is insufficient focus on the training of future primary teachers to implement 1+2 student ambassadors have insufficient pedagogical knowledge to support primary class teachers effectively the promotion of Mandarin may have negative impact on attitudes to European languages classical languages are not included in 1+2 University Council of Modern Languages Scotland 09/09/2016

Action Research to support 1+2 In your view, what type of action research should be conducted to support the implementation of Scotland's 1+2 language policy? (multiple choice) Language learning and teaching pedagogy Transition from primary to secondary sector Teaching in multilingual classrooms Transition from secondary to tertiary sector Other (please specify) Survey participants were asked to tick any or all topics that they felt were relevant from their point of view. They were also able to add further topics. University Council of Modern Languages Scotland 09/09/2016

Action research for 1+2: all responses The percentages add up to more than 100% since respondents were able to tick as many areas as they wished University Council of Modern Languages Scotland 09/09/2016

Additional Research Topics Views from schools/local authorities Teacher competency Monitor number of teachers exiting teacher training with language competency Multi-composite classes Impact of input by parents/community language experts Impact of ITE on 1+2 Raising attainment & language learning in the Scottish context Better inclusion of languages in teacher training to prepare student teachers for the expansion to their role University Council of Modern Languages Scotland 09/09/2016

Additional Research Topics Views from tertiary sector/other CLIL multi-composite class teaching Progression to upper primary school How to effect culture shifts in attitudes to language and language learning Role and importance of structural stakeholders (Gvt/LAs/SM) in supporting or preventing implementation of 1+2 Two major language-related research programmes: Translating Cultures and OWRI 3 minute research presentations (Vitae) University Council of Modern Languages Scotland 09/09/2016

Conclusions and Observations There is broad support for 1+2, and some local authorities have made good progress towards full implementation There is a need for a greater focus on sustainable and sustained language training provision for current and future primary teachers In order to truly embed 1+2 greater consideration needs to be given to language provision in secondary school and beyond 1+2 policy implementation is now at a critical stage so the delayed funding announcement for 2016-17 is likely to seriously jeopardise both past achievements and future progress University Council of Modern Languages Scotland 09/09/2016

Discussion Questions How might models of language training for current and future primary staff be sustained or improved through cross-sector collaboration? Taking into account funding restrictions which cross-sector initiatives should be continued, amended or introduced in 2017-18, and why? What kind of cross-sector initiatives might support better transition across sectors (primary- secondary-tertiary)? How can we increase awareness in all sectors about the vocational relevance of language (and intercultural) skills? University Council of Modern Languages Scotland 09/09/2016