Policy and reform

MFL in the curriculum

Papers & recommended reading | Editorial reviews | Task for trainees

Out of this nettle, drop-out, we pluck this flower, opportunity: re-thinking the school foreign language apprenticeship (pdf document)
Hawkins, E. (2005), Language Learning Journal, 32, pp 4–17

Eric Hawkins’ has been the most significant voice in modern language learning policy in this country for the last thirty years; in writing this article, he has chosen another significant moment in the continued development of our chosen discipline – that of the re-introduction of ‘optionality’ at key stage 4 and the resulting serious level of dropping of modern language study – to articulate the nature of the challenges facing our teachers and learners, and once more to encourage the modern languages teaching community to reconsider the purpose and shape of modern language study.

Drawing on his previously published ideas, Hawkins proposes consideration of a radical re-design of the curriculum. In the earlier phases of study, there should be a clear focus on why and how languages should be studied, with a more diverse and later prioritisation of which languages, in which student choice should play a significant part. He argues all students should serve a “language-learning apprenticeship” in order to enable their language learning faculties and effectively liberalise their attitudes; thus equipped with awareness of the phenomenon that is language, and strategies with which to approach and learn, only then are they in a sufficiently informed position to specialise in (a) particular language(s).

A key benefit of this model of curricular reform would be that the 14-19 learning period then has the potential to be distinguished from the previous preparatory phase by the exciting prospect of immersion in a foreign language and culture, a distinction arguably lacking between the current content of key stages 3 and 4.

Editorial (pdf document)
Pachler, N., Allford, D. (2004) Language Learning Journal, 29, pp 2-4

The authors of this editorial to the Languages Learning Journal summer 2004 edition reflect on the recent trends in language education in Britain.

After considering the present situation of mother tongue teaching and learning, the authors take stock of the situation of MFL teaching and learning in Britain. They look into the impact of the Nuffield Inquiry, the National Language Strategy, the DfES 2002 Green Paper , the Framework for Teaching Modern Foreign Languages and the National Literacy Strategy on Modern Languages.

An editorial well worth reading to take stock of the situation of Modern Languages in Britain today.

Foreign language learning in England in the 21st century (pdf document)
Pachler, N. (2002) Language Learning Journal, 25, pp 4-7

This article reviews the main elements of the government’s ‘strategy for improving Britain’s performance at languages over the next decade and beyond’ as set out in the DfES 2002 Green Paper 14-19: Extending Opportunities, Raising Standards.

The Green Paper may be about to destroy what the first National Curriculum Modern Foreign Languages orders had set out to achieve: providing ‘languages for all’ from 11 to 16 and offering a range of languages to study.

The author comments on the Green Paper’s statements, argues that the purposes of Modern Foreign Languages need to be reviewed, and warns about the dangers of the reforms proposed by the government.

He concludes that the proposals of the Green Paper do not correspond to the wish of the government to provide the country with a world-class education system and are at odds with other European education systems.

Modern languages - beyond Nuffield and into the 21st Century (pdf document)
Grenfell, M. (2000) Language Learning Journal, 22, pp 23-29

Recently concerns have been expressed by OfSTED inspections and the Nuffield Inquiry regarding the teaching of Modern Languages.

The second part of the eighties saw great changes for Modern Languages: the introduction of GCSEs with a new type of language exams and the National Curriculum. However not all the changes wished for took place and the article takes stock of the situation of Modern Languages post-Nuffield Inquiry.

The author discusses issues related to policy and practice in Modern Languages teaching today and evaluates the situation by following three main headings: ‘methodological doubts’ (communicative language teaching, the good language learner), ‘curriculum confusion’ (the National Curriculum, grammar and progression, the content of language learning) and ‘loss of purpose’.

The author concludes by making a quick assessment of the situation at primary, secondary and post-16 levels and suggesting some responses which are needed to address it, such as developing a clear directive for Modern Languages in the Primary sector.

Coherence and continuity: first steps towards a national policy (pdf document)
Giovanazzi, A. (1998) Language Learning Journal, 17, pp 81-86

In this article the author considers the difficulties that Britain has in finding policies which would ensure coherence and continuity in Modern Languages teaching nationally.

Despite the many educational changes which have been seen in the past decade or so, there is a feeling that much needs to be done still in order to develop a coherent Modern Languages curriculum.

The lack of incentive to learn a language other than English and a ‘schizophrenic view’ of Modern Languages are some of the factors contributing to inadequate policy decisions.

The author argues that the country ought to address the issues and develop a policy for Modern languages which would ensure both continuity and coherence.

 

Languages for All: Languages for Life (pdf document)
(DfES 2002)

Drawing on the findings of The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation), the Languages National Steering Group, set up in July 2001, was targeted with developing “ a strategy to change perceptions and raise awareness … of language competence as a key contemporary life skill.”

SUMMARY EXTRACT
“The Languages Strategy document for England Languages for All: Languages for Life sets out the Government's plans to transform the country's capability in languages. It outlines the initiatives that will achieve a step change in foreign language competence for this country and how to create an appetite for learning. It also outlines plans to broaden and enrich the opportunities for language learning at school and beyond.”

 

The Nuffield Languages Inquiry (2000) Languages: the next generation (pdf document). London: The Nuffield Foundation (2000)

This inquiry was established in 1998 to review the UK's capability in languages. It was asked to consider the following questions and to make recommendations:

Download it from here.

It culminated in the report Languages: the next generation in May 2000, and was a principal source of evidence for the consequent national strategy Languages for All: Languages for Life, published in December 2002.

 

The Common European Framework of Reference for Languages
Council of Europe (2000)

This key document has been published to complement the overall language policy of the Council of Europe, and in particular the promotion of the notion of plurilingualism in response to European linguistic and cultural diversity; thus the document presents a clear rationale for the place of language learning in any national curriculum.
It embodies an approach based on the idea that a curriculum needs to develop learners’ communicative competences; the focus is broadly on the fulfilment of tasks in situations which arise in human social existence. The approach is enriched by detailed exemplification of the competences, task types and situational context.
In order to assist in the assessment of progress, it proposes a “flexible” set of levels of attainment to accommodate the full range of learner needs, objectives pursued by different providers, or skills and knowledge required of candidates for language qualifications. The purposes of assessment are discussed in the light of the need to resolve potential tensions between “comprehensiveness, precision and operational feasibility”. Amongst the appendices is an overview of the assessment-based project in Switzerland which developed the level descriptors.
Methodological issues and the processes of language acquisition and teaching are addressed in relation to communicative competences and meeting individual learners’ needs. “Principles of curriculum design, curricular scenarios, life-long language learning, modularity and partial competences” are discussed in detail in order to face the particular challenges of teaching more languages (diversification).
The National Languages Strategy and the Key Stage 2 and 3 Frameworks claim congruence with this European Framework. The extent to which this is true awaits detailed research analysis; in the meantime this document has to be seen as a foundation of 21st century language learning in our schools.

Click here to download a synopsis and the full 264pp document in English. The document is also available in other languages.

 

 

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